Nghiên cứu các yếu tố ảnh hưởng đến sự sẵn sàng thích ứng của trẻ 5-6 tuổi với hoạt động học ở lớp 1
Tóm tắt
Adaptation is a crucial psychosocial factor to individuals’ ability to survive and thrive in their living environment. This article comprehensively examines the factors influencing the readiness of 5-6-year-old children to adapt to the first grade, with a particular focus on their holistic development in social, emotional, and academic aspects. Through an analysis of 36 articles from reputable academic sources, the study identifies critical factors such as cognitive skills, self-care abilities, emotional and psychological stability, as well as support from families, peers, teachers, and the classroom environment. The findings indicate that a harmonious combination of these factors provides a solid foundation for children's adaptation. The study also highlights the importance of developing socio-emotional skills and self-regulation abilities, alongside family cultural values and community environment. These findings contribute to designing effective support strategies and educational programs to facilitate a smooth and successful transition for children from preschools to the first grade.
Tài liệu tham khảo
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Blair, C., & Raver, C. C. (2016). Poverty, stress, and brain development: Implications for school readiness. Developmental Psychology, 52(3), 376-389.
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Fantuzzo, J. W., Bulotsky-Shearer, R. J., & McDermott, P. A. (2016). Family involvement in early childhood education and school readiness outcomes for at-risk children. Educational Psychology Review, 28(1), 47-66.
Kim, J. S., Burkhauser, M. A., Mesite, L. M., Asher, C. A., Relyea, J. E., Fitzgerald, J., & Elmore, J. (2021). Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention. Journal of Educational Psychology, 113(1), 3-16.
Kokkalia, G., Drigas, A. S., Economou, A., & Roussos, P. (2019). School readiness from kindergarten to primary school. International Journal of Emerging Technologies in Learning, 14(11), 4-18.
Ladd, G. W., Birch, S. H., & Buhs, E. S. (2015). Children’s social and academic competence in early school years: Relations with parent involvement and school readiness. Journal of School Psychology, 43(3), 275-294.
Magnuson, K. A., Meyers, M. K., Ruhm, C. J., & Waldfogel, J. (2019). Inequality in preschool education and its consequences for children’s readiness for school. Developmental Psychology, 39(2), 231-254.
Marti, M., Merz, E. C., Repka, K. R., Landers, C., Noble, K. G., & Duch, H. (2020). Parent involvement in the Getting Ready for School intervention is associated with changes in school readiness skills. Early Childhood Research Quarterly, 51, 72-85.
Mashburn, A. J., Justice, L. M., Downer, J. T., & Pianta, R. C. (2016). Preschool classroom quality and children’s language and literacy development. Early Childhood Research Quarterly, 25(4), 523-537.
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Noble, K., Duch, H., Marti, M., Landers, C., Merz, E., & Repka, K. (2015). Parent involvement in school readiness interventions: A longitudinal investigation. Journal of Educational Psychology, 50(3), 71-83.
Pellegrini, A. D., & Blatchford, P. (2014). The developmental significance of recess and school readiness. Child Development Perspectives, 8(1), 55-60.
Pianta, R. C., & Cox, M. J. (2016). The role of teacher-child relationships in school readiness. Early Childhood Research Quarterly, 14(2), 263-284.
Ray, A., & Smith, C. (2017). The role of peers in early school adjustment: Social networks and school readiness. Social Development, 26(3), 561-574.
Retnawati, H., Kistoro, A., Cahyo, H., & Putranta, H. (2021). School readiness assessment: Study of early childhood educator experience. Ilkogretim Online, 20(1), 330-338.
Son, S. H., Lee, K., & Sung, M. (2013). Links between preschoolers' behavioral regulation and school readiness skills: The role of child gender. Early Education & Development, 24(4), 468-490.
Tudge, J. R., & Doucet, F. (2016). School readiness from a cultural perspective: The role of parental beliefs and practices. Journal of Applied Developmental Psychology, 47, 22-33.
Wang, R., Saihong, P., & Sonsupap, K. (2024). Understanding the dynamics of materials adaptation in an English-Chinese bilingual storytelling curriculum for first graders. International Journal of Language Education, 8(1), 64-82.
Williams, P. G., Lerner, M. A., Sells, J., Alderman, S. L., Hashikawa, A., Mendelsohn, A., & Weiss-Harrison, A. (2019). School readiness. Pediatrics, 144(2), e20191371.
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