Relations between the Everyday Activities of Preschoolers and Their Teachers' Perceptions of Their Competence in the First Years of School.

By J. Tudge, Dolphine Odero, D. Hogan, K. Etz. 2003

94 citations recorded by the source corpus.

Abstract This paper contributes to a growing literature that suggests that in order to understand the transition to school, one should employ an ecological approach. Such an approach involves simultaneous consideration of individual and contextual factors, studied over time. Much of the current literature on the transition focuses on the transition from the perspective of school, but we were interested in relations between what occurs prior to school and performance in school. We used Bronfenbrenner’s Process-Person-Context-Time (PPCT) ecological model to focus primarily on the relations between school-relevant activities of preschool-aged children and teachers’ subsequent perception of the children’s competence once they had entered school. At Time 1 we observed 20 3-year-olds’ engagement in everyday activities (Process) and their initiation of those activities (Person) over a 20-hour period covering the equivalent of an entire waking day. Children were drawn from two social classes (Context). The preschool observations were followed by 2 consecutive years of teacher reports of academic competence following entry into elementary school (Times 2 and 3). Middle-class preschoolers engaged in more school-relevant activities than did working-class children, and preschoolers who initiated and engaged in more conversations were subsequently perceived by their teachers as being more competent.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a388fee6e13be1c08997d506cfaeaefd9db05f2a

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In Clinical Psychology

In Education

Citations in the corpus

An Exploratory Look at the Relationships Among Math Skills, Motivational Factors and Activity Choice (2013, background): “Observational research conducted in a 3-year-old preschool reported that middle-class preschoolers engaged in more school-relevant activities than did working-class children (Tudge et al. 2003).”
Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice. Working Papers in Early Childhood Development, No. 48. (2008, background): “Despite these cautions, many researchers have found Bronfenbrenner’s framework helpful to explore experiences in early childhood in general and transitions to kindergarten or primary school in particular (e.g., BohanBaker and Little, 2004; Johansson, 2007; Fabian and Dunlop, 2002 and 2007; Rimm-Kauf”
Identifying the Determinants of Chronic Absenteeism: A Bioecological Systems Approach (2017, methodology): “Tudge et al. (2003) focused on two groups of families based on their socioeconomic status, noting that “Bronfenbrenner argued that to understand development, the research design must involve ‘a contrast between at least two macrosystems…’ Thus, one can satisfy the minimum requirement by conducting…”