This study is designed to identify the prejudice or discriminatory behaviors towards refugee children that can be observed in children in early childhood and to determine the extent of the interaction of refugee children with other children. It is a case study which is one of the qualitative research methods. In this study, face-to-face interviews…

In this study, in-classroom transitions in inclusive preschools in Turkey were examined. The study, which was conducted with the descriptive model, was carried out with 30 preschool teachers and 30 children with special needs (CWSN) and 30 children without special needs from these teachers' classes. In order to collect data, Information Form and…

This paper analyses the differences in understanding the transition from the perspective of all those involved in the process (children, parents, teachers), as well as their role in the transition processes. This paper approaches transition as a process of changing educational settings, not just as preparation for school. Approaches to the concept…

The present study aimed to identify commonalities and points of divergence in the ways that parents, teachers, and administrators characterize children's transition from public pre-K into kindergarten within a large, diverse school district. A wide range of transition practices were in use across the district, including practices designed to…

A child's transition from pre-K to kindergarten is an important time. It builds the foundation for academic, behavioral and social-emotional skills, as well as positive family-school connections, for years to come. Starting kindergarten is also a big shift for many children, one that requires them to adjust rapidly to new routines and…

Many refugee families face challenges in their new educational environments. This qualitative research study aims to explore the experiences of six Syrian refugee families who arrived in Iceland from Lebanon in 2016 and settled in three municipalities (Stjórnarráð Íslands 2019) and their children in their preschool settings; and to explore the…

Experiencing large differences between pre-k and kindergarten classroom contexts may affect children's academic development as they start school. This study examined differences between classroom contexts in pre-k and kindergarten (teacher-child interactions, time on academic content, and academic rigor) and associations with literacy, language,…

In early childhood education, a long-standing debate exists around issues related to school readiness and the transition to school. This paper describes an action research project implemented by teachers in an urban Australian preschool which gathered multiple stakeholder perspectives about school transition. The project was initiated to support…

This guide to understanding school readiness in young children is essential reading for early years practitioners. It explores the concept of school readiness by unpicking what the term means for children and how we can define it in the context of the characteristics of effective learning. This includes ideas for promoting playing and exploring,…

In this study, the replicability of the factor structure of The School Liking and Avoidance Questionnaire [SLAQ] for Turkish preschool children and the psychometric properties of the scale were investigated. The SLAQ consists of 14 items and is used to assess children's emotional and behavioral participation in school based on children's…

Research Findings: Exuberant temperament, characterized by high approach and positive affect, is linked to socioemotional outcomes including risk of externalizing symptoms across development. Externalizing problems interfere with children's school readiness and lead to disruptive behavior in the classroom. While some moderating factors help…

Although 3-year-olds in the United States may attend prekindergarten prior to formal school entry in kindergarten, few investigations focus on the socioemotional foundations of classroom learning at age 3 and their relationship to later achievement. This study examined the relationship between age 3 readiness for group-based learning, modeled as…

Positive transitions across home, ECEC and compulsory school education (CSE) are critical in promoting children's development and educational achievement: this seems especially the case for children from migrant backgrounds. However, as a consequence of entrenched institutional practices and lack of ownership the issues by the different groups of…

The start of kindergarten signifies the beginning of elementary school and everything that may come with it: a new building, new teachers, new expectations, and a different routine and culture. These new students transition into kindergarten from different settings, bringing with them a variety of assets and experiences. From a holistic…

Research Findings: Exuberant temperament, characterized by high approach and positive affect, is linked to socioemotional outcomes including risk for externalizing symptoms across development. Externalizing problems interfere with children's school readiness and lead to disruptive behavior in the classroom. While some moderating factors help…