The Transition from Kindergarten to Ungraded Primary: Longitudinal Predictors of Popularity and Social Reputation

Abstract

The longitudinal stability of measures of peer acceptance, social status, and social reputation and the role of children's ages relative to classmates were studied during the transition from same-age kindergarten to mixed-age (ungraded) primary. Both overall peer acceptance and aggressive social reputation showed moderate stability from kindergarten to ungraded primary. Half of the children who were rejected at Time 1 (kindergarten) maintained their rejected status in ungraded primary. Results were comparable to previous research on same-age classrooms. Implications of children's peer relations for adjustment to ungraded primary are discussed.