A study of children's stress and coping during the transition to school.

    Project: Research project

    Project Details


    In 2012-15, this project explores (1) how parental and teacher scaffolding and children’s coping strategies contribute to children’s adjustment during the transition from preschool to school; and (2) how children’s perception of stress and coping are constructed over time. The sample included 216 6-year-old children, their parents and teachers. The parents, teachers and children reported that many children encountered social stress and being incompetent at school, and most of the children used either direct problem solving or seeking social support leant from the Zippy's lessons to cope with stress; but had not used emotion focused coping strategies learnt at preschool. Compared with the parents’ and teachers’ responses, the children reported more incidences of social stress. Compared with the children’s responses, more parents and teachers reported children being incompetent in learning or self-help skills at school. Implications of the study were discussed at the end of the article. The findings are published in various international peer reviewed journals:(1)Wong, M. (2017). Chinese children’s perceptions of aggression among peers at school, Early Years, 37 (2), 143-157. DOI: 10.1080/09575146.2016.1178711. (2)Wong, M. (2016). Perceptions of school life among a sample of Chinese children in Hong Kong., Early Child Development and Care, DOI:10.1080/03004430.2016.1238361.URL of the publication: http://www.tandfonline.com/doi/full/10.1080/09575146.2016.1178711. (3)Wong, M. (2016). A longitudinal study of children's voices in regard to stress and coping during the transition to school, Early Child Development and Care, 186(6),927-946, DOI: 10.1080/03004430.2015.1068769. (4) Wong, M. (2015). Voices of children, parents and teachers: how children cope with stress during school transition, Early Child Development and Care, 185(4), 658-678, DOI:10.1080/03004430.2014.948872.

    Funding Source: UGC - Matching Grants
    Effective start/end date01/07/1231/07/15


    • stress and coping
    • transition to school
    • children's
    • parents' and teacher's voices


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