Big Little Leap: The Role of Transition Difficulties in Children's Skill Development During Kindergarten (Poster 27)

• In Event: AERA Virtual Poster Session 3
  In Poster Session: Topics Affecting Early Childhood Teachers, Children, and Families

Abstract

Despite considerable interest in promoting children’s cognitive readiness for school, kindergarten transition difficulties can hinder skill development during kindergarten, leading to longer-term under-achievement. This study investigated the role of children’s (n = 626) kindergarten transition difficulties and their development in academic and social skills during the kindergarten year. Results from a series of covariate-adjusted regression models showed that children who experienced more transition difficulties at kindergarten-entry demonstrated relatively fewer gains in math, reading, and social skills across the year, even when controlling for kindergarten-entry skills. The findings indicate that kindergarten transition difficulties function independently from initial academic and social-behavioral skills on children’s development in the kindergarten context and signal the value of research on the construct of kindergarten transition difficulties.

Authors

• Jing Sun, The Ohio State University

• Laura M. Justice, The Ohio State University

• Hui Jiang, Ohio State University

• Tzu-Jung Lin, The Ohio State University

• Kelly Purtell, The Ohio State University

• Arya Ansari, The Ohio State University