Kinder training: Play-based consultation to improve the school adjustment of discouraged kindergarten and first grade students.

2001 ◽  
Vol 10 (1) ◽  
pp. 1-29 ◽  
Author(s):  
Kay Draper ◽  
JoAnna White ◽  
Tam E. O'Shaughnessy ◽  
Mary Flynt ◽  
Nancy Jones
Keyword(s):  
School Adjustment ◽  
First Grade ◽  
Kinder Training

Teachers’ attachment orientations and children’s school adjustment: Evidence from a longitudinal study of first graders

2019 ◽  
Vol 37 (2) ◽  
pp. 559-580
Author(s):  
Uri Lifshin ◽  
Inbal Binyamin Kleinerman ◽  
Phillip R. Shaver ◽  
Mario Mikulincer
Keyword(s):  
School Adjustment ◽  
Critical Role ◽  
First Grade ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Attachment Orientations ◽  
Children's Adjustment ◽  
Children’S Adjustment ◽  
Child Relationship ◽  
Attachment To Mother

The goal of this study was to examine the contribution of teachers’ attachment orientations to the teacher–child relationship and to children’s adjustment to school during first grade. We sampled 539 first-grade children and their homeroom teachers ( N = 58), measured teachers’ attachment orientations and children’s attachment to mother at the beginning of the academic year, and followed children’s perceptions of their teachers’ responsiveness and their socioemotional adjustment to school from the beginning to the end of the year. Teachers’ attachment-related avoidance was associated with changes in children’s perceptions of their teachers’ responsiveness and changes in school adjustment during first grade. These prospective effects of teachers’ avoidance on children’s adjustment occurred regardless of variations in the children’s attachment to mother. However, most of the effects depended on the extent to which a child perceived his or her teacher to be a nonresponsive caregiver. Overall, the findings reveal the critical role of teachers’ attachment orientations in shaping children’s adjustment to school.

School Work, Teachers, and Peers: The World of First Grade

1997 ◽  
Vol 21 (1) ◽  
pp. 155-178 ◽  
Author(s):  
Nancy Donelan-McCall ◽  
Judy Dunn
Keyword(s):  
Peer Relationships ◽  
School Adjustment ◽  
First Grade ◽  
School Experiences ◽  
Emotion Understanding ◽  
School Work ◽  
Children's Perceptions ◽  
Peer Experiences ◽  
Children’S Perceptions ◽  
Older Siblings

Children’s perceptions of their experiences with their school work, and teacher and peer relationships were studied in 44 second-born children, participating with their mothers and siblings in a longitudinal investigation, who were interviewed in October and May of their first-grade year. Overall, the majority of children were very positive about their experiences in all three areas of school adjustment. Modest associations between children’s perceptions of their school work, teacher, and peer experiences suggest that although most children perceived their experiences as positive (or negative) across all three areas, some children reported difficulties in one or two individual areas. In addition, although many children’s reported school experiences remained stable over the year, some children’s perceptions changed. The majority of children whose perceived school experiences were marked by discontinuity over the year were positive at the beginning of the year but relatively negative at the end. Finally, the findings from this investigation draw attention to some of the antecedent variables related to children’s subsequent school experiences, in particular, their emotion understanding and earlier relationships with their older siblings.

scholarly journals Comorbid Development of Disruptive Behaviors from age 1½ to 5 Years in a Population Birth-Cohort and Association with School Adjustment in First Grade

2015 ◽  
Vol 44 (4) ◽  
pp. 677-690 ◽  
Author(s):  
Rene Carbonneau ◽  
Michel Boivin ◽  
Mara Brendgen ◽  
Daniel Nagin ◽  
Richard E. Tremblay
Keyword(s):  
Birth Cohort ◽  
School Adjustment ◽  
Disruptive Behaviors ◽  
First Grade

scholarly journals Therapeutic factors during a psychoeducational group intervention aiming to promote school adjustment in first grade students

2020 ◽  
Vol 8 (1) ◽  
pp. 177-195
Author(s):  
Andreas Brouzos ◽  
Stephanos P. Vassilopoulos ◽  
Vaia Stavrou ◽  
Vasiliki C. Baourda
Keyword(s):  
Group Intervention ◽  
Critical Incidents ◽  
School Adjustment ◽  
First Grade ◽  
Cognitive Factors ◽  
Therapeutic Factors ◽  
Psychoeducational Group ◽  
Group Members ◽  
Educational Aspect

The present study examined the therapeutic factors operating during a psychoeducational group intervention designed to promote school adjustment in first-grade students. The group members completed the Critical Incidents Questionnaire at home after every group session. The therapeutic factors were classified according to Bloch, Reibstein, Crouch, Holroyd, and Themen’s taxonomy, although additional categories of critical incidents were applied. Results showed that guidance and acceptance were the most valued therapeutic factors. Cognitive factors were reported more often than behavioral or emotional ones. In addition, the presence of the therapeutic factors was more intense during the beginning and middle stage of the program, gradually giving their place to other categories of critical incidents. Overall, the emergence of therapeutic factors appears to be affected by the program’s educational aspect. We suggest that a wider classification of factors is required to reflect the variety of critical incidents occurring during a psychoeducational group intervention.

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