Abstract

This study explores the role of caregiver-child communication in kindergarten transition and has 3 purposes: 1) to gather descriptive information about topics caregivers and children discuss as they reduce uncertainty and prepare for kindergarten, 2) to gather information about who initiates discussion of those topics, and 3) to determine whether who initiates them varies depending on caregivers’ confirmation. Caregiver-child dyads (N = 50) reported on whether or not they had discussed 10 kindergarten transition topics, indicated who initiated conversations about topics which had been discussed, and read a story together. Caregivers also responded to 6 hypothetical child statements of concern about the transition to kindergarten. Segments within the storybook task and all 6 responses to hypothetical child statements of concern were coded for verbal and nonverbal confirmation as acceptance and verbal confirmation as challenge. Key significant findings include positive relationships between caregiver confirmation as verbal and nonverbal acceptance and the percentage of transition topics initiated by children.

Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call