Resumo

TRIVELLATO-FERREIRA, Marlene da Cássia  e  MARTURANO, Edna Maria. Child, family and school resources predict competence during the first grade transition. Interam. j. psychol. [online]. 2008, vol.42, n.3, pp. 549-558. ISSN 0034-9690.

This study focuses on precursors of children’s competence in the first-grade transition. Data on intellectual ability, phonological awareness, family support (i.e., parenting practices, home resources), and attendance to kindergarten were collected from 70 children at the beginning of first grade. At the end of the school year, the teachers rated children’s achievement, adjustment, and social skills, and the children answered an achievement test. Children’s stress related to the transition was assessed with questionnaires of stress symptoms and perception of school stressors at the end of the year. Statistical analyses comprised correlation, regression, and group comparison. Both child and family variables predicted achievement and adjustment. Phonological awareness and intellectual ability were the best predictors of achievement and adjustment, respectively. Children with kindergarten experience showed less stress than children with no previous kindergarten experience. The potential of childhood education for developing pre-academic abilities and promoting a less stressful transition to first grade is emphasized.

Palavras-chave : Childhood education; Phonological awareness; Parental support; Parenting practices.

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