Author ORCID Identifier
Document Type
Article
Publication Date
11-20-2013
Publication Title
School Psychology International
Volume
35
Issue
5
First Page
447
Last Page
465
Abstract
Systematic, mandated facilitation of school transitions is an important but understudied aspect of the Reggio-Emilia approach to early childhood education admired internationally as best practice. We studied the links between Northern Italian transition practices and academic achievement, school liking, cooperativeness, and problem behaviors. We followed 288 students across a transition from preschool to elementary school. Schools varied in their implementation of transition practices. High implementation of Reggio-type transition practices was related to significantly more school liking and significantly fewer problem behaviors after the transition. At follow-up at the end of the post-transition year, high-implementation schools were still characterized by lower levels of problem behavior. These data indicate that the facilitation of school transitions in the Reggio-Emilia tradition is associated with successful post-transition adjustment.
Recommended Citation
Schneider, B. H., Manetti, M., Frattini, L., Rania, N., Santo, J. B., Coplan, R. J., & Cwinn, E. (2014). Successful transition to elementary school and the implementation of facilitative practices specified in the Reggio-Emilia philosophy. School Psychology International, 35(5), 447-462. https://doi.org/10.1177/0143034313511003
Comments
This is an Accepted Manuscript of an article published by Sage in School Psychology International on November 20, 2013, available online: https://doi.org/10.1177/0143034313511003
Reuse restricted to noncommercial and no derivative uses.