Document Type

Article

Publication Date

10-2014

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.

Comments

The final published version of this article can be found at: http://spi.sagepub.com.leo.lib.unomaha.edu/content/35/5/447.abstract.

Included in

Psychology Commons

Share

COinS