Children's Beliefs Concerning School Transition

Autor/inn/en	Eskelä-Haapanen, Sirpa; Lerkkanen, Marja-Kristiina; Rasku-Puttonen, Helena; Poikkeus, Anna-Maija
Titel	Children's Beliefs Concerning School Transition
Quelle	In: Early Child Development and Care, 187 (2017) 9, S.1446-1459 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rasku-Puttonen, Helena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1177041
Schlagwörter	Preschool Children; Beliefs; Foreign Countries; Parents; Interviews; Qualitative Research; Content Analysis; Peer Relationship; Teacher Student Relationship; Learning; Friendship; Elementary Education; Expectation; Gender Differences; Fear; Finland + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Belief; Glaube; Ausland; Eltern; Interviewing; Interviewtechnik; Qualitative Forschung; Inhaltsanalyse; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernen; Freundschaft; Elementarunterricht; Expectancy; Erwartung; Geschlechterkonflikt; Furcht; Finnland
Abstract	This study examines preschoolers' beliefs concerning their transfer into primary education. Data from 1386 Finnish preschoolers were obtained using interviews with parents at the end of the children's preschool year. The qualitative content analysis revealed categories, which encompassed peer relationships, relationship with teacher, learning, formal schoolwork, informal activities, comfortable school entry and no concerns. The results indicated that children's beliefs concerning their prospective school entry centred on maintaining and making friendships, and that children possessed both negative and positive expectations about their relationship with their future teacher. Both girls and boys expressed concerns about managing school life. One-third of the children did not express any concerns. Children anticipated new learning experiences and were eager to meet more challenging tasks. The anticipation of positive learning encounters emphasizes the gradual, proactive construction of children's self-conceptions as learners. Some differences were found between genders, as well as the type of preschool context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01