Moving on up : children's experiences of transitions to new classrooms in childcare settings

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Title: Moving on up : children's experiences of transitions to new classrooms in childcare settings
Authors: O'Farrelly, Christine
Hennessy, Eilis
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Date: 1-Apr-2011
Abstract: The present study aimed to answer the following research question: What are children’s experiences of transitions to new classrooms in childcare settings? A short-term longitudinal study in Dublin, Ireland followed 7 children (3 boys) from 5 childcare settings for 6 weeks as they moved to the last classroom in the setting. . Children ranged in age from 32 – 44 months (M = 36.42, SD = 4.64). Results of the observation revealed that just over half of the children and all of the boys exhibited increases in the proportion of their behavior that was coded as anxious following the move to their new classroom. The parents of boys were also more likely to report a negative impact of the transition. As well as these negative changes parents and children also highlighted the new learning opportunities that the transition had brought. The findings suggest a possible gender difference whereby boys appear to be more vulnerable to the effects of transitions, it is possible that this relates to boys’ general susceptibility to psychosocial stress.
Funding Details: Not applicable
Type of material: Conference Publication
Keywords: Child carePsychosocial stressTransitionGender differences
Subject LCSH: Child care--Psychological aspects
Child care--Social aspects
Early childhood education--Psychological aspects
Early childhood education--Social aspects
Child psychology
Language: en
Status of Item: Peer reviewed
Conference Details: Poster presentation at the Biennial meeting of the Society for Research in Child Development, Montreal, Canada, March 31st to April 2nd, 2011
Appears in Collections:Psychology Research Collection

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