An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research.

By S. Rimm-Kaufman, Robert C. Pianta. 2000

998 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b8f0eace958203aca2c68edb65f45b6cd587d0e6

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Citations in the corpus

Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten (2008, positive): “Specifically, Rimm-Kaufman and Pianta (2000) note that, in a developmental ecological model, child, family, school, peer, and community factors are interconnected and interdependent throughout the transition period and can be aligned in ways that support children’s adjustment to early schooling.”
Teacher-Rated Family Involvement and Children's Social and Academic Outcomes in Kindergarten (2003, background): “For example, teachers in districts with high concentrations of children living in poverty report a higher prevalence of problems including difficulty following directions, lack academic skills, and problems working independently (Rimm-Kaufman & Pianta, 2000).”
Trends in construction of transition to school in three western regions, 1990–2004 (2005, methodology): “The reframing of school transition as a multi-year experience appears to have emerged alongside conceptualization of transition as a multi-faceted process engaging a range of stakeholders (Rimm-Kaufmann & Pianta, 2000; Neuman, 2001; Burchinal et al., 2002; Yeboah, 2002; Pianta & Kraft-Sayre, 2003).”
Emotions and Behaviors in the Head Start Classroom: Associations Among Observed Dysregulation, Social Competence, and Preschool Adjustment (2004, background): “Teachers play an important role in the child’s transition to school, and teachers’ ratings of child functioning are important indicators of a child’s future school achievement (Rimm-Kaufman & Pianta, 2000; Webster-Stratton & Lindsay, 1999).”
Father Involvement and Children's Early Learning: A Critical Review of Published Empirical Work from the Past 15 Years (2008, background): “…perspective that ‘‘school readiness’’ is as much about the contextual and relational supports available to children prior to and during the transition into school as it is about children’s actual cognitive and social skills (Kagan & Kauerz, 2007; Meisels, 1999; Rimm-Kaufman & Pianta, 2000).”
Links Between Parent-Teacher Relationships and Kindergartners' Social Skills: Do Child Ethnicity and Family Income Matter? (2011, background): “These changes include expansions in children’s peer relationships and social networks and increases in cognitive capacity and academic demands (Rimm-Kaufman & Pianta, 2000).”
Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade (2011, methodology): “Theory (Rimm-Kaufman and Pianta, 2000; Sameroff and Fiese, 2000) and findings from the previous study (Rudasill & Rimm-Kaufman, 2009) point to hypotheses about how child characteristics, teacher–child interactions, and prior teacher– child relationship quality relate to teachers’ perceptions of the…”
Trajectories of Classroom Externalizing Behavior: Contributions of Child Characteristics, Family Characteristics, and the Teacher-Child Relationship during the School Transition. (2005, background): “Particularly relevant to the current study is the application of these ideas to understanding child adjustment during the transition to kindergarten (Cowan, Cowan, Ablow, Kahen-Johnson, & Measelle, in press; Ladd, 1996; Rimm-Kaufman & Pianta, 2000).”
The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers (2006, neutral): “Indeed, children’s social skills and behavior problems continue to be the most important factors that go into kindergarten teachers’ judgments of children’s readiness for school (Carlton & Winsler, 1999; Pianta & Cox, 1999; Rimm-Kaufman & Pianta, 2000).”
Teacher-Student Support, Effortful Engagement, and Achievement: A 3-Year Longitudinal Study. (2008, background): “…and school context that promote or impede children’s achievement (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002; Crosnoe, Johnson, & Elder, 2004; National Institute of Child Health and Human Development Early Child Care Research Network, 2003; Rimm-Kaufman & Pianta, 2000; Roeser et al., 1999).”
Teacher–Child Interactions in Infant/Toddler Child Care and Socioemotional Development (2015, methodology): “An ecological framework is often used to support child care, and the processes that occur within this setting, as a critical developmental context for young children (e.g., Halle et al., 2011; Mashburn & Pianta, 2010; Rimm-Kaufman & Pianta, 2000; Sabol & Pianta, 2012).”