Citations (39)
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Caoimhe Dempsey, Jessica Grimmel, Elian Fink & Claire Hughes. (2024) Becoming school-parents: contrasts between mothers’ and fathers’ speech samples and links with psychological distress and household disorder. European Early Childhood Education Research Journal 32:2, pages 281-296.
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Betül Yanık Özger. (2024) Transition to primary school from preschool education: an ethnographic study. Early Years 44:1, pages 189-205.
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Elizabeth Tobin, Jennifer E. Symonds, Seaneen Sloan, Dympna Devine, Benjamin M. Torsney & Giulio D’Urso. (2023) Multigroup model of transition experiences: how parents’ school readiness beliefs and practices change with another child in school. Irish Educational Studies 0:0, pages 1-21.
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Mustafa Kale, Ebru Deretarla Gül & Merve Tohma. (2023) Cultural literacy of preschool teachers teaching children from different cultures. Early Child Development and Care 193:4, pages 506-518.
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Jochen Devlieghere, Yan Li & Michel Vandenbroeck. (2022) Beyond the veil of parents: deconstructing the concept of parental involvement in early childhood education and care. Early Years 42:4-5, pages 587-598.
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Rachel Takriti, Susan Atkinson, Najwa Alhosani, Lindsay Schofield & Hala Elhoweris. (2022) Starting school – parental perspectives in the United Arab Emirates in the first year. Education 3-13 50:7, pages 893-906.
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Dila Nur Yazici & Berrin Akman. (2022) Transition to preschool for children with Autism spectrum disorder: expectations of Turkish parents and teachers. International Journal of Developmental Disabilities 68:5, pages 598-608.
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Susan J. Atkinson, Rachel A. Takriti & Hala Elhoweris. (2021) Teachers’ perceptions of successful transition to school for children with and without Downs Syndrome in the UAE and England. Education 3-13 49:7, pages 860-871.
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Rhiannon Packer, Amanda Thomas, Cath Jones & Philippa Watkins. (2021) Voices of transition: sharing experiences from the primary school. Education 3-13 49:7, pages 832-844.
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Lara Fridani. (2021) Mothers’ perspectives and engagements in supporting children’s readiness and transition to primary school in Indonesia. Education 3-13 49:7, pages 809-820.
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Ruiqian Li, Xia Wu, Zeming Jin, Hui Zhou & Yuan Meng. (2021) Influence of ego resilience on school adaptability among primary school lower-grade children. Journal of Psychology in Africa 31:4, pages 326-335.
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Yan Li, Jiacheng Li, Jochen Devlieghere & Michel Vandenbroeck. (2020) What parents and teachers say about their relationships in ECEC: a study in rural China. European Early Childhood Education Research Journal 28:3, pages 332-348.
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Kerli Stein, Marika Veisson, Tiia Õun & Tiiu Tammemäe. (2019) Estonian preschool teachers’ views on supporting children’s school readiness. Education 3-13 47:8, pages 920-932.
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Si Si Tao, Eva Yi Hung Lau & Hau Ming Yiu. (2019) Parental Involvement After the Transition to School: Are Parents’ Expectations Matched by Experience?. Journal of Research in Childhood Education 33:4, pages 637-653.
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A. González-Moreira, C. Ferreira & J. Vidal. A journey to primary education: a systematic review of factors affecting the transition from early childhood education to primary education. Preventing School Failure: Alternative Education for Children and Youth 0:0, pages 1-15.
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Articles from other publishers (24)
Nazife Tosun & Kenan Demir. (2024) DEVELOPING SCHOOL ORIENTATION OF THE FIRST-GRADE STUDENTS IN PRIMARY SCHOOL THROUGH CREATIVE DRAMA. International Online Journal of Primary Education 13:1, pages 53-77.
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Sabine Weiß, Jessica Lindner & Ewald Kiel. (2024) Transitionen, Selektionsentscheidungen und Bildungschancen.Transitions, decisions on selections and educational opportunities.. Zeitschrift für Grundschulforschung 17:1, pages 165-182.
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Wonho Jang. (2024) Children’s Perceptions of Elementary School in South Korea Before and After Entering School. Early Childhood Education Journal.
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Laura Dörrenbächer-Ulrich, Sabrina Dilhuit & Franziska Perels. (2023) Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: a systematic review. Current Psychology.
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Daniel Mays, Carolin Quenzer-Alfred, Franka Metzner-Guczka, Holger Zielemanns, Lisa Tölle, Vivien Soyka, Leonie Krol & Michelle Lok-Yan Wichmann. (2023) Der Übergang vom Kindergarten in die Grundschule – eine Orientierung zum Stand der empirischen ForschungThe transition from kindergarten to primary school—an orientation to the state of empirical research. Zeitschrift für Grundschulforschung 16:2, pages 357-389.
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SuJung Park, Wonjung Oh, Yunhee Kim, Hyoun K. Kim & Ann M. Mastergeorge. (2022) Longitudinal trajectories of maternal parenting stress in Korean families: Children's executive function and school adjustment. Social Development 32:3, pages 813-829.
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Raffaele Dicataldo, Ughetta Moscardino, Maja Roch & Irene C. Mammarella. (2023) Inhibitory Control, Social Cognition, and Peer Social Competence among Children with and without a Migration Background in Italy. Education Sciences 13:7, pages 651.
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Sema Öngören. (2021) The role of school counsellors in children’s adjustment to preschool education. Journal of Psychologists and Counsellors in Schools 33:1, pages 26-40.
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Shujing Cui. (2023) Review on Chinese and International Research About Transition to School. ORBIS SCHOLAE 17:1, pages 43-70.
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Alba González-Moreira, Camino Ferreira & Javier Vidal. (2023) Review on Research Methods for Studying Transition from Early Childhood Education to Primary Education. Education Sciences 13:3, pages 254.
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Qianqian Liu, Xiumin Hong & Mei Wang. (2022) Parental Educational Anxiety during Children’s Transition to Primary School in China. International Journal of Environmental Research and Public Health 19:23, pages 15479.
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Maria Seabra-Santos, Sofia Major, Joshua Patras, Marcelino Pereira, Mariana Pimentel, Elsa Baptista, Francisca Cruz, Mariana Santos, Tatiana Homem, Andreia Fernandes Azevedo & Maria Filomena Gaspar. (2021) Transition to Primary School of Children in Economic Disadvantage: Does a Preschool Teacher Training Program Make a Difference?. Early Childhood Education Journal 50:6, pages 1071-1081.
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Jeenha Chung. (2022) The relationships between parents’ marital conflict and children’s school adjustment: The sequential mediating effects of happiness and problem behaviors. Korean Journal of Human Ecology 31:3, pages 345-354.
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Gamze Kaplan, Sima Kırkgöz & İbrahim Halil Diken. (2022) Transition to school process of children with disadvantages: A literature review. Journal of Childhood, Education & Society 3:1, pages 28-47.
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Susan J. Atkinson & Rachel A. Takriti. (2022) Starting school: Contrasting perspectives from teachers and mothers in the United Arab Emirates. Psychology of Education Review 46:2, pages 17-23.
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Carolina González, Ramón D. Castillo, José Patricio Franzani & Cristian Martinich. (2021) Screening of Developmental Difficulties during the Transition to Primary School. International Journal of Environmental Research and Public Health 18:8, pages 3958.
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Yea-Ji Hong, Yujin Jang & Kangyi Lee. (2021) Analyzing the Typology of First Graders’ School Adjustment and Identifying the Predictors of Mothers’ Educational Involvement. Korean Journal of Child Studies 42:2, pages 219-231.
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Aihua Hu. 2021. Supporting Children’s Well-Being During Early Childhood Transition to School. Supporting Children’s Well-Being During Early Childhood Transition to School
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Hülya Kartal & Fatih Güner. (2019) İlkokulun Hazır Oluşunu Değerlendirme Aracı’nın (İHODA) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. İlköğretim Online, pages 1805-1822.
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Jeenha Chung. (2019) Factors Affecting School Adaptation of First-Grade Elementary School Children of Working Mothers. Korean Journal of Human Ecology 28:3, pages 185-199.
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Fatih GÜNER & Hülya KARTAL. (2019) Okulun Hazır Oluşu Üzerine Nitel Bir İnceleme (Öğretmen Görüşlerine Göre Durum Tespiti). Trakya Eğitim Dergisi 9:2, pages 244-259.
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Sha Xie & Hui Li. (2018) Perspectives on readiness for preschool: A mixed-methods study of Chinese parents, teachers, and principals. Children and Youth Services Review 95, pages 19-31.
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장원호, 이지영, 권정아 & 김민진. (2018) The effect of parents’ parenting stress and teacher efficacy on children’s elementary school adjustment: a mediating effect of children’s self-esteem. Korean Journal of Early Childhood Education 38:4, pages 379-398.
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