| Summary: | The transition to formal schooling is a critical period in the life of a child and their
family (Maxwell & Eller, 1994). A successful transition to school is a predictor of not only
elementary school performance, but also life outcomes (Maxwell & Eller, 1994). Children's
opinions of the first year of this formal transition to schooling were explored, including what
they say is important for them to know when starting school. Focus groups contained 3-4
children in Kindergarten from a rural area of British Columbia, four girls and six boys in
total. Interviews were transcribed and analyzed using qualitative methods. Data were coded
into themes and sub-themes by three coders. Results indicate that children mention positive or
negative feelings or attitudes about school most commonly (i.e. dispositions), making up 34%
of responses. Skills was the second most common category, making up 23% of the responses.
Rules comprised 18% of responses. These responses were broken down into activity
descriptions, academic skills and non-academic skills. Children also discussed social
adjustment, educational environment, physical, and family related factors as important when
starting school. This study differed from previous research (Dockett & Perry, 1999, 2002) in
which rules were more emphasised by participants. In this study rules were not discussed as
frequently as in previous research. Rather, social-emotional concerns or dispositions,
children's feelings and attitudes toward school, were more emphasised by participants. === Arts, Faculty of === Psychology, Department of === Graduate
|
|---|
