Information sharing between teachers and early education programs during school entry in Norway: associations with children’s school adjustment and success in the first year

International Journal of Child Care and Education Policy

Eric Dearing¹  Kyle DeMeo Cook²  Henrik Daae Zachrisson³ 

[1] Boston College;Lynch School of Education, Boston College;The Norwegian Center for Child Behavioral Development & Center for Educational Measurement at the University of Oslo;

关键词: Transition practices;    School readiness;    Adjustment;    Preschool;    Elementary school;    Information sharing;   

DOI  :  10.1186/s40723-017-0039-5

来源: DOAJ

【 摘 要 】

Abstract When children first enter school, they face simultaneous changes in their physical settings, social relationships, and learning expectations. The present study adds to the limited literature on children’s transitions from early education and care into school by examining whether schools can support this transition through information sharing between elementary school teachers and early education programs. We examined information sharing as a predictor of social and academic adjustment during the first year of school for a sample of young children (N = 932) in Norway, where preschool is nearly universal. We find that half of first grade teachers in the sample (64%) reported no contact with preschools; about one quarter (23%) contacted preschools and received both general information about the preschool and specific information about the child, and smaller percentages contacted the preschools and received either general information about the program/curriculum only (8%) or specific information about the child only (5%). When teachers received both types of information, children were one and half times more likely to be rated as having positive social adjustment at school entry (OR = 1.51, p > 0.05) compared with other children. Mediation analyses revealed significant indirect links between this form of information sharing, children’s initial social and academic adjustment, and five academic and social outcomes mid-year in first grade. When initial adjustment was accounted for, we also found a slight negative effect of contact, suggesting that not all contact may be equally positive for children.

【 授权许可】

Unknown