Abstract
Social-cognitive aspects of children's kindergarten experience were used to predict children's success in first grade; success was defined in terms of achievement, a personality measure, and behavior with peers. Kindergarten children attending a public elementary school were observed on their school playground during recess for 2 years. Seventy-five percent of the variance in their first-grade achievement was predicted with measures of kindergarten achievement, object play, and peer interaction. Furthermore, aspects of first-grade children's personality disorders and aggressive behavior were predicted by kindergarten popularity. Results are discussed in terms of the developmental transition at 5 to 7 years of age and of the effects of social relationships on cognition.
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