The Kindergarten Transition: Behavioral Trajectories in the First Formal Year of School

Megan E. Welsh, Faith G Miller, Janice Kooken, Sandra M. Chafouleas, D. Betsy McCoach

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

During the first year of school, student success hinges on learning not only new academic skills, but also behavioral expectations and developing self-regulation skills in the classroom. The purpose of this study was to investigate development in behavioral regulation during the kindergarten year. The authors used multilevel models to explore the association between sex and risk status on academic engagement and disruptive behavior trajectories based on daily teacher-generated behavioral ratings obtained for 22 full-day kindergarten students (six at risk, 12 male) across 80 school days. Results indicated that, in general, behavior improved over time; academic engagement increased whereas disruptive behavior decreased. However, behavioral trajectories varied as a function of sex and risk status. Implications for practice and directions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)456-473
Number of pages18
JournalJournal of Research in Childhood Education
Volume30
Issue number4
DOIs
StatePublished - Oct 1 2016

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kindergarten
school
Students
self-regulation
student
rating
Learning
regulation
classroom
teacher
learning
Problem Behavior

Keywords

  • Behavior
  • early childhood
  • multilevel modeling
  • schooling

Cite this

The Kindergarten Transition : Behavioral Trajectories in the First Formal Year of School. / Welsh, Megan E.; Miller, Faith G; Kooken, Janice; Chafouleas, Sandra M.; McCoach, D. Betsy.

In: Journal of Research in Childhood Education, Vol. 30, No. 4, 01.10.2016, p. 456-473.

Research output: Contribution to journalArticle

Welsh, Megan E. ; Miller, Faith G ; Kooken, Janice ; Chafouleas, Sandra M. ; McCoach, D. Betsy. / The Kindergarten Transition : Behavioral Trajectories in the First Formal Year of School. In: Journal of Research in Childhood Education. 2016 ; Vol. 30, No. 4. pp. 456-473.
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