Factors Supporting Independence of Children during Transition to School. Theoretical Overview
Abstract
Among the challenges faced by first-graders at the beginning of schooling, a special place is occupied by the development of independence, including in learning activities. It requires cognitive initiative, the ability to independently plan, predict and implement learning activities, to control and evaluate them. At the same time, the skills of independence (everyday, communicative, cognitive) developed in preschool age can be leveled in the case of a difficult transition to school.
The question arises as to what ways to support children's independence during the transition from kindergarten to school are described by modern researchers and practitioners.
Analysis of the literature has allowed us to formulate an idea of the complex nature of this support. Among its factors, attention and consideration of the age-psychological and individual characteristics of the child can be highlighted; the supportive and consistent position of the family and the involvement of parents in education; the rejection of universal strict requirements in favor of flexibility, sensitivity to the needs of the child and encouraging his independence in preschool education; adequate teacher expectations for the child, the possibility of individualization of education and purposeful development SENG is in the first grade; consistency ("continuity", "continuity") of goals, approaches and methods of organizing the educational process in the family, preschool organization and school.
Downloads
References
Ayusheeva Zh.B., Dorzhieva M.O. (2021) Connection between the Type of Parental Relationship and the Independence of Primary School Students. Colloquium-Journal, № 12(99), pp. 4–6 (In Russian). https://doi.org/10.24412/2520-6990-2021-1299-4-6
Antipkina I.V., Lyubitskaya K.A., Nisskaya A.K. (2018) Third-Grade Parents’ Involvement in School. Voprosy obrazovaniya / Educational Studies Moscow, no 4, pp. 230–260 (In Russian). https://doi.org/10.17323/1814-9545-2018-4-230-260
Asmolov A.G. (2013) Childhood for the Sake of Childhood: Between Adaptation and Socialization. Vospitanie i obuchenie detey mladshego vozrasta, no 1, pp. 1–4 (In Russian).
Australian Government Department of Education (2012) Self-Regulation: A Foundation for Wellbeing and Involved Learning. Available at: https://www.acecqa.gov.au/sites/default/files/202101/SelfRegulationAFoundationForWellbeing.PDF(accessed 2 October 2024).
Baigulova N.V., Maurina E.D. (2022) Organizational and Pedagogical Conditions for the Successful Adaptation of First-Graders in a General Education Institution. Proceedings of the XXI All-Russian Scientific and Practical Conference of Students, Postgraduates and Young Scientists "Problems of Theory and Practice of Modern Psychology" (Irkutsk, 2022, April 29–30), pp. 92–95 (In Russian).
Baryshnikova E.V. (2018) Psychology of Primary School Children. Chelyabinsk: South Ural State University of Humanities and Education (In Russian).
Bérubé A., Ruel J., April J., Moreau A. C (2017) Family Preparation for School Entry and the Role of Transition Practices. The Journal of Educational Research, vol. 111, no 4, pp. 398–403. https://doi.org/10.1080/00220671.2017.1284039
Besi M., Sakellariou M. (2019) Teachers’ Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School. Behavioral Sciences, vol. 9, no 12, Article no 124. https://doi.org/10.3390/bs91201249.
Bozhovich L.I. (2008) Personality and Its Formation in Childhood. Saint Petersburg: Piter (In Russian).
Brykina K.A. (2023) The Modern Approaches to the Concept "Cognitive Sphere of Preschool Children". Proceedings of the IV International Scientific and Practical Conference "Digital Humanities and Technologies in Education" (Moscow, 2023, November, 16–17). Moscow: Moscow State Psychological and Pedagogical University, pp. 288–295 (In Russian).
Bulatova L.A., Makarova O.V. (2021) Academic and Household Independence of First-Graders: Results of a Pilot Study. Proceedings of the XIII International Student Scientific Conference "Topical Issues of Psychology and Formation of a Healthy Lifestyle of Student Youth" (Arkhangelsk, 2021, February 10–15), pp. 234–238 (In Russian).
Byvsheva M.V. (2011) Theoretical Aspects of Continuity in the Education System. Psikhologiya i pedagogika: metodika i problemy prakticheskogo primeneniya, no 22, pp. 259–263 (In Russian).
Carlson S.M., Zelazo P.D., Faja S. (2013) Executive Function. The Oxford Handbook of Developmental Psychology. Vol. 1: Body and Mind (ed. P.D. Zelazo), New York, NY: Oxford University, pp. 706–743. https://doi.org/10.1093/oxfordhb/9780199958450.013.0025
Coelho R., Grisi S., Brentani A., Ferrer A. (2024) Assessment of School Readiness and the Importance of Executive Functions for Learning. Revista Paulista de Pediatria. https://doi.org/10.1590/1984-0462/2024/42/2022196
Çomakli M., Koçyigit S. (2021) Primary School Adaptation Problems of Children: Parental Experiences and Practices. Psycho-Educational Research Reviews, vol. 10, no 2, pp. 176–193. https://doi.org/10.52963/PERR_Biruni_V10.N2.12
Cook K.D., Dearing E., Zachrisson H.D. (2017) Information Sharing between Teachers and Early Education Programs during School Entry in Norway: Associations with Children’s School Adjustment and Success in the First Year. International Journal of Child Care and Education Policy, vol. 11, no 1, pp. 1–20. https://doi.org/10.1186/s40723-017-0039-5
Corcoran L. (2019) How I Can Foster Independence in Primary School Children by Encouraging Choice in Learning (PhD Thesis). Maynooth: National University of Ireland.
Distefano R., Galinsky E., McClelland M.M., Zelazo P.D., Carlson S.M. (2018) Autonomy-Supportive Parenting and Associations with Child and Parent Executive Function. Journal of Applied Developmental Psychology, vol. 58, July–September, pp. 77–85. https://doi.org/10.1016/j.appdev.2018.04.007
Dobrin A.V. (2020) Characteristics of Emotional Mood in First-Graders with Different Level of Emotional Intelligence as a Factor of Their Psycho-Social Adoptation to Primary School. Science for Education Today, vol. 10, no 3, pp. 65–85. https://doi.org/10.15293/2658-6762.2003.04
Goldschmidt T., Pedro A. (2019) Early Childhood Socio-Emotional Development Indicators: Pre-School Teachers’ Perceptions. Journal of Psychology in Africa, vol. 29, no 5, pp. 474–479. https://doi.org/10.1080/14330237.2019.1665887
Gordeeva T.O., Shepeleva E.A. (2011) Intrinsic and Extrinsic Learning Motivation of High Academic Achievers. Lomonosov Psychology Journal, no 3, pp. 33–45 (In Russian).
Government of Japan (2016) Japan Country Background Report on Transitions. Available at: www.oecd.org/edu/school/SS5-country-background-report-japan.pdf (accessed 2 November 2024).
Heckman J., Tremblay R. (2006) The Case for Investing in Early Childhood. A Snapshot of Research by University of Chicago, USA & University of Montreal, Canada. Sydney: The Smith Family Research and Development.
Khusainova S.V., Khusnutdinova R.R., Fedekin I.N. (2022) Educational Autonomy of Students as a Problem of Cognition. Kazan Pedagogical Journal, no 3 (152), pp. 210–217 (In Russian). https://doi.org/10.51379/KPJ.2022.153.3.027
Ioannidi V., Gogaki I. (2020) School Adaptation and Transition-Good Practices of School Improvement with Emphasis on Social Skills. European Journal of Social Sciences Studies, vol. 4, iss. 6, pp. 109–117. https://doi.org/10.5281/zenodo.3669156
Jones P.R., Moore D.R., Amitay S. (2015) Development of Auditory Selective Attention: Why Children Struggle to Hear in Noisy Environments. Developmental Psychology, vol. 51, no 3, pp. 353–369. https://doi.org/10.1037/a0038570
Koltcheva N., Wastijn B., Achten M., van Rossem L., Costa I. S (2022) Programs for Social and Emotional Skills Development for Early and Preschool Children Applied in European Countries. Compendium. EU-SELF Project. Sofia: New Bulgarian University.
Komljanec K., Šebalj L. (2020) Encouraging Learner Autonomy Development in Distance Teaching in Primary School. Journal for Foreign Languages, vol. 12, no 1, pp. 277–294. https://doi.org/10.4312/vestnik.12.277-294
Lally M., Valentine-French S. (2021) Lifespan Development: A Psychological Perspective Second Edition. Lake County, IL: College of Lake County Foundation.
Lam P.Q., Hoa H.Q., Thanh D.T.T. (2022) Primary Educational Psychology. Using Activity-Based Approach. Hamilton: Accent Graphics Communication & Publishing.
Lehrer J., Bigras N., Laurin I. (2017) Preparing Children and Families for the Transition to School: The Role of Early Childhood Educators. International Journal of Transitions in Childhood, vol. 10, pp. 3–23.
Lockheed M., Prokic-Bruer T., Shadrova A. (2015) The Experience of Middle-Income Countries Participating in PISA 2000-2015. Washington, DC: PISA, World Bank; Paris: OECD. https://doi.org/10.1787/9789264246195-en
Marcineková T., Borbélyová D., Tirpáková A. (2020) Optimization of Children’s Transition from Preschool and Family Environment to the First Grade of Primary School in Slovakia by Implementation of an Adaptation Programme. Children and Youth Services Review, vol. 119(C). https://doi.org/10.1016/j.childyouth.2020.105483
Nisskaya A.K. (2019) The Challenge of Transition to School. Overview of International Practice of Children's Training, Ensuring Continuity of Educational Content, Interaction between Parents and Educational Organizations. Preschool Education Today, no 1 (91), pp. 18–33 (In Russian). https://doi.org/10.2441 1/1997-9657-2018-1003 7
Nisskaya A.K. (2016) Preschool Educational Environment as a Condition for Effective Transition to School Education. Preschool Education Today, no 4 (66), pp. 50–56 (In Russian).
Nisskaya A.K. (2013) Comparative Assessment of the Developmental Potential of Various Preschool Educational Environments (PhD Thesis), Moscow: MSU (In Russian).
OECD (2018) Education 2030 — Conceptual Learning Framework: Background Papers. Paris: OECD. https://doi.org/10.1787/9789264234833-en
Polivanova K.N. (2009) Six-Year-Olds: Diagnostics of School Readiness. Moscow: Eksmo (In Russian).
Polivanova K.N., Bochaver A.A. (2022) Is Students’ Autonomy Possible at Contemporary School? Psikhologicheskaya nauka i obrazovanie / Psychological Science and Education, vol. 27, no 3, pp. 6–15 (In Russian). https://doi.org/10.17759/pse.2022270301
Popova D.V., Sergeeva B.V. (2017) Peculiarities of Forming the Educational Independence of Young Schoolchildren. Scientific Review. Pedagogical Science, no 6 (part 1), pp. 114–122 (In Russian).
Rezvantseva M.O., Bulanova O.B. (2017) Parent-Child Relationships for Children with Infantile Features of Behaviour. Modern Applied Psychology: Theory and Practice. Collection of Articles of the International Scientific and Practical Conference "XII Leviticus Readings" (Moscow, 2017, April 19–20), in 2 parts, vol. 2, pp. 96–100 (In Russian).
Rimm-Kaufman S.E., Pianta R.C. (2000) An Ecological Perspective on the Transition to Kindergarten: A Theoretical Framework to Guide Empirical Research. Journal of Applied Developmental Psychology, vol. 21, no 5, pp. 491–511. https://doi.org/10.1016/S0193-3973(00)00051-4
Rydze O.A. (2017) Educational Independence of Younger Schoolchildren: Ways of Development. Nachal'naya shkola, no 9, pp. 45–51 (In Russian).
Schneider W., Kron-Sperl V., Hünnerkopf M. (2009) The Development of Young Children’s Memory Strategies: Evidence from the Würzburg Longitudinal Memory Study. European Journal of Developmental Psychology, vol. 6, no 1, pp. 70–99. http://dx.doi.org/10.1080/17405620701336802
Schürer M., Dockett S., Perry B. (2022) Children’s Memories of Starting School: Building and Sharing Transitions Capital. Australasian Journal of Early Childhood, vol. 47, no 3, Article no 183693912210955. https://doi.org/10.1177/18369391221095570
Skouteris H., Watson B., Lum J. (2012) Preschool Children’s Transition to Formal Schooling: The Importance of Collaboration between Teachers, Parents and Children. Australasian Journal of Early Childhood, vol. 37, no 4, pp. 78–85. https://doi.org/10.1177/183693911203700411
Sloan S., Gildea A, Miller S., Thurston A. (2018) Zippy’s Friends Evaluation Report and Executive Summary. Belfast: Queenʼs University Belfast.
Tobin E., Sloan S., Symonds J., Devine D. (2022) Family-School Connectivity during Transition to Primary School. Educational Research, vol. 64, no 3, pp. 277–294. https://doi.org/10.1080/00131881.2022.2054451
Valiulina G. (2023) Teacher Readiness for the Prevention and Correction of Emotional Disturbance in Primary School Children with Attention Deficit Hyperactivity Disorder. The Education and Science Journal, vol. 25, no 8, pp. 186–219 (In Russian). https://doi.org/10.17853/1994-5639-2023-8-186-219
Walker S., Graham L. (2021) At Risk Students and Teacher-Student Relationships: Student Characteristics, Attitudes to School and Classroom Climate. International Journal of Inclusive Education, vol. 25, no 8, pp. 896–913. http://dx.doi.org/10.1080/13603116.2019.1588925
Yang J., Qin K., Wang Y. (2023) Effect of the Duration of Preschool Attendance on Academic Achievements—Evidence from PISA 2018. Child Indicators Research, vol. 17, November, pp. 931–952. https://doi.org/10.1007/s12187-023-10095-1
Yasdar M., Djafar S., Elihami E., Faisal F. (2020) Teaching Methods Used by Teachers in Primary Schools Inclusive. Edumaspul: Jurnal Pendidikan, vol. 4, no 2, pp. 108–114. https://doi.org/10.33487/edumaspul.v4i2.753
Yusufzhanov A.I. (2022) The Process of Students’ Adaptation to School and the Concept of Psychological Support. Tafakkur Manzili, vol. 21-09-15–15, pp. 385–387.
Zuckerman G.A., Venger A.L. (2010) Development of Learning Autonomy by the Means of School Education. Psikhologicheskaya nauka i obrazovanie / Psychological Science and Education, no 4, pp. 77–90 (In Russian).
.jpg){kind=small}
