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Annarilla Ahtola Gintautas SilinskasPirjo-Liisa Poikonen Marita KontoniemiPekka Niemi Jari-Erik Nurmi 《Early childhood research quarterly》2011,26(3):295
This study examined whether the transition practices implemented in preschool-elementary school pairs contribute to children's academic development during the first year of elementary school. Participants were 398 children who moved from 36 preschools to 22 elementary schools in two Finnish towns. Children were tested in respect to their reading, writing, and math skills in the preschool spring and in the grade 1 spring. The most common practices reported by preschool teachers were discussions about the school entrants and familiarizing preschool children with the school environment and the new teacher. Multilevel latent growth modeling showed that the more the preschool teachers and elementary-school teachers implemented various supportive activities during the preschool year, the faster the children's skills developed from preschool to grade 1 spring. Co-operation over curricula and passing on written information about children between the preschool and the elementary school were the best predictors of the children's skills, although they were the least commonly used practices. The need to restructure the transition to elementary school and the use of multiprofessional resources are discussed. 相似文献
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Annarilla Ahtola Piia Maria Björn Tiina Turunen Pirjo-Liisa Poikonen Marita Kontoniemi Marja-Kristiina Lerkkanen 《Scandinavian Journal of Educational Research》2016,60(2):168-181
This study focuses on parents’ and teachers’ perceptions of practices aimed at easing the transition to formal schooling (e.g., familiarization with the school, discussions about the school entrants). A total of 230 preschool teachers, 131 elementary school teachers, and 2,662 mothers and fathers filled in a questionnaire containing items on how important they considered different preschool-school transition practices. The participants considered the various transition practices to be at least somewhat important. On average, familiarization with the school was considered to be most important, whereas teacher co-operation and joint writing of curricula were considered to be least important. The perceptions of the participant groups differed from each other significantly in almost all practices. We suggest that the information on school entrants should be transferred within joint meetings between transition partners and other professionals whenever possible. 相似文献
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Marja-Kristiina Lerkkanen Eve Kikas Eija Pakarinen Pirjo-Liisa Poikonen Jari-Erik Nurmi 《Early childhood research quarterly》2013
This study examined the extent to which mothers’ trust toward the classroom teacher of their child in first grade is related to observed teaching practices in Finland and Estonia. Sixty-six teachers (32 in Finland, 34 in Estonia) were observed using the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004). Mothers in Finland (n = 266) and in Estonia (n = 348) filled in questionnaires measuring their trust in their child's first grade teacher. The connection between mothers’ education, child gender, and classroom size in relation to mothers’ trust was also investigated. The results of multilevel modeling showed that mothers in both countries trusted more in teachers who were characterized by a higher level of child-centered teaching practices than teacher-directed teaching practices. Furthermore, Estonian mothers showed greater trust in more experienced teachers. The results emphasize the importance of teaching practices in promoting mothers’ trust in their child's teacher. 相似文献
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This study examined the role of family-related (mother’s education, depressive symptoms and child’s gender) and kindergarten-related (teacher’s experience, teaching practices and class size) factors in mothers’ and teachers’ mutual trust in Estonia and Finland. Six hundred eighteen (206 Estonian and 412 Finnish) mothers of kindergarten children and their teachers (26 Estonian, 49 Finnish) were participated in the study. Both mothers and teachers filled in the questionnaire on trust; teachers’ teaching practices were observed with early childhood classroom observation measure. The results of multilevel modelling showed that mothers in both countries trusted more in teachers who used child-centred rather than teacher-directed practices. Teachers indicated higher trust in highly educated mothers and mothers of girls. Estonian teachers with longer work experience trusted more in mothers than less experienced teachers, and Finnish teachers trusted less in mothers reporting more depressive symptoms. The results emphasise the importance of both family-related and kindergarten-related factors in the enhancement of mutual trust. 相似文献
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