The International Observatory on Academic Achievement - Documentary search

File number :
CS-CEFC-20e

Bibliographic reference :
Rimm-Kaufman, S.E., & Pianta, R.C. (2000). An Ecological Perspective on the Transition to Kindergarten: A Theoretical Framework to Guide Empirical Research, Journal of Applied Developmental Psychology, 21, 5, 491-511.

Abstract :

The authors of this article examined the process of school entrance from an ecological and dynamic perspective. They present the theoretical model they developed and its implications for policy, practice and research.

An Important Period of Transition
Entrance into kindergarten is an important period of transition for children. For instance, major changes occur within their social network and new demands require that they use their academic skills in a new context. This transition plays an important role in later academic achievement. Accordingly, close attention has been paid to the development of preschool educational programmes in recent years.

Four Theoretical Models for Targeting Transition Processes
The first theoretical model (Child Effects Model) emphasizes student characteristics (e.g., socio-economic status, language skills, gender) as the primary element for understanding students’ school adjustment throughout this period of transition.

In addition to considering student characteristics, the second model (Direct Effects Model) emphasizes the direct role of students’ social context (school, neighbourhood, peers, family).

The third model considers interactions among social contexts and the bidirectional influence of these contexts on student characteristics (Indirect Effects Model).

The Ecological and Dynamic Model
The ecological and dynamic model of transition takes into account all elements involved in the other models, but differs in its focus on a temporal dimension (how interactions change over time). From this perspective, the influence on later academic achievement is due not only to transition as such, but also to how relationships among student characteristics, peers, family, school and neighbourhood develop over time (e.g., change in relationships between parents and teachers). The quality of interactions that operate throughout the transition process is central. For instance, if individuals interacting through frequent contact and the sharing of common goals is a feature of these interactions, the effects on academic achievement should be positive.

Implications for Policy, Practice and Research
Considering the development of reforms and practices based on the ecological and dynamic model is no simple matter. Nonetheless, the context and development of interactions over time are increasingly being acknowledged as critical elements.

From this perspective, four recommendations were formulated for educational research, policy and practice:
(1) Recognizing the need to pay close attention not only to students, but also to their multiple contexts;
(2) Recognizing that the links between contexts play an important role in student academic trajectory;
(3) Considering the development of these interactions over time and addressing this aspect, especially through longitudinal studies;
(4) Understanding the extent to which the quality of interactions initiated during the process of school entrance can mitigate the influence of risk factors prevalent within certain groups of students.

For a more complete presentation of this model in French, readers may refer to this article:
Jacques, M. and Deslandes, R. (2002). “Transition à la maternelle et relations école-famille”. Comprendre la famille. In C. Lacharité and G. Pronovost (dir.), Actes du 6e symposium québécois de recherche sur la famille (p. 247-260), Presses de l’Université du Québec.

Links :
This journal is also available in electronic format. Publisher’s Website address: http://www.elsevier.com/wps/find/journaldescription.cws_home/620199/description#description"

Key Words :
Ecological Perspective, Family Context, School Context, Neighbourhood, Peers, School Transition, School Trajectory, Preschool Educational Programme, School Adjustment, Preschool, Primary, Newsletter14

Monitored Countries :
United States