The Effect of Teacher-Child Interaction on Young Children’s School Readiness of Children in Transition Period of Elementary School: Mediating Effects of Academic Ability and Social Competence

Objectives: The main purpose of this study was to explore the longitudinal effects of maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers' school readiness on children's academic ability at school entry in early childhood.Methods: This study used data from the seventh (T1) and eighth (T2) wave (2014ㅡ2015) of the Panel Study on Korean Children. The participants of this study were 942 between 6 and 7-year-old children and their mothers. Data analysis was performed using structural equation modeling.Results: First, the relationship between maternal parenting stress and children's academic ability at school admission was sequentially mediated by mother-child interaction activities and preschoolers' school readiness. The higher the maternal parenting stress, the lower the mother-child interaction activities, and the lower the mother-child interaction activities, the lower the degree of preschoolers' school readiness. The poor degree of preschoolers' school readiness was related to the children's low academic ability at school entry. Second, the relationship between maternal parenting stress and children's academic ability at school entry was sequentially mediated by parenting behaviors and preschoolers' school readiness. The higher the maternal parenting stress, the less positive maternal parenting behaviors were, and the less positive maternal parenting behaviors were, the lower the level of preschoolers' school readiness, and the lower the children's academic performance at school entry.Conclusion: This study indicated that maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers' school readiness in early childhood influenced firstgrade children's academic performance.

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The Effect of Parent-Child Interaction and Teacher-Child Interaction on Child’s School Readiness: Focusing on Mediating Effect of Social Competence

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2020.20.12.187 ◽

2020 ◽

Vol 20 (12) ◽

pp. 187-207

Author(s):

EunJeong Choi

Keyword(s):

Social Competence ◽

School Readiness ◽

Mediating Effect ◽

Child Interaction ◽

Parent Child Interaction ◽

Parent Child

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Profil Peran Orang Tua dan Guru dalam Penyiapan Masa Transisi Anak ke Sekolah Dasar

Sekolah Dasar Kajian Teori dan Praktik Pendidikan ◽

10.17977/um009v30i12021p014 ◽

2021 ◽

pp. 14

Author(s):

Lia Dwi Ayu Pagarwati ◽

Lantip Diat Prasojo ◽

Sugito Sugito ◽

Arif Rohman

Keyword(s):

Elementary School ◽

Elementary School Teachers ◽

School Readiness ◽

Quantitative Research ◽

Role Model ◽

Environmental Changes ◽

Transition Period ◽

First Grade ◽

Study Results

The purpose of this study is to describe the role of teachers (SD and TK) and parents in preparing for the transition period of children to elementary school in Kecamatan Air Sugihan. This research uses descriptive quantitative research with a survei method. Respondents in this study were 7 first grade elementary school teachers, 11 kindergarten teachers, and 89 parents of students. The study results indicate that child development is not optimal and environmental changes are the main problems in the transition period of children so that the roles of teachers (SD and TK) and parents play an essential role in the transition period of children to produce optimal school readiness. This role is in the form of responsibility for children's school readiness, as a motivator for children, as a role model, as a supervisor and as a place to ask children so that all the needs of children's school readiness are met. Tujuan penelitian ini untuk menggambarkan peran guru (SD dan TK) dan orangtua dalam penyiapan masa transisi anak ke sekolah dasar di kecamatan Air Sugihan. Penelitian menggunakan penelitian kuantitatif deskriptif dengan metode survei. Responden dalam penelitian ini 7 orang guru kelas I SD, 11 orang guru TK, dan 89 orangtua siswa. Hasil dari penelitian menunjukkan bahwa perkembangan anak yang belum optimal dan perubahan lingkungan merupakan masalah utama dalam masa transisi anak sehingga peran guru (SD dan TK) dan orangtua sangat berperan penting dalam hal masa transisi anak agar menghasilkan kesiapan bersekolah yang optimal. Peran tersebut berupa tanggung jawab terhadap kesiapan sekolah anak, motivator bagi anak, sebagai panutan, sebagai pengawas dan sebagai tempat bertanya anak sehingga semua kebutuhan dalam kesiapan sekolah anak terpenuhi.

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Development of Elementary School Social Competence Questionnaire and Analysis of Its Psychometric Characteristics

Pedagogika ◽

10.15823/p.2017.44 ◽

2017 ◽

Vol 127 (3) ◽

pp. 132-147

Author(s):

Šarūnė Magelinskaitė-Legkauskienė ◽

Visvaldas Legkauskas ◽

Albina Kepalaitė

Keyword(s):

Elementary School ◽

Social Competence ◽

School Readiness ◽

Cultural Context ◽

Structural Equation ◽

Measurement Model ◽

Equation Modeling ◽

Student Teacher Relationship ◽

The Social ◽

Second Wave

While social competence is widely studied, relatively few studies are aimed at investigating social competence at elementary school years. Furthermore, social competence tends to be dependent on social and cultural context; hence instrument developed in one country may require significant adaptations in other countries. Thus, the purpose of the present study was to develop a Lithuanian questionnaire for assessment of social competence at elementary school. Individual items for the Elementary School Social Competence Questionnaire were drawn from the Early Developement Instrument (Janus et al., 2007), the Social Emotional School Readiness Scale (Bustin, 2007), and the Social Competence Inventory (Rydell et al., 1997). The study was conducted in two waves. In the first wave subjects were 437 first graders (198 boys and 239 girls) from Lithuania. In the second wave, which took place a year after, 192 boys and 228 girls participated. The Elementary School Social Competence Questionnaire was developed from the initial pool of items using structural equation modeling. The Questionnaire contained the Communicative Social Competence Subscale and the Ability to Take Directions Subscale. The initial measurement model was confirmed using confirmatory factor analysis on the dataset obtained during the second wave of measurement. Both subscales demonstrated good internal and test-retest reliability. Construct validity of the instrument was assessed by correlating its subscales with student-teacher relationship, in-class popularity, and school anxiety measures.

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