Learning to cope with stress during transition from kindergarten to school

Research output: Contribution to journalArticles

7 Citations (Scopus)

Abstract

The aim of this study was to identify stressors during the transition from kindergarten to school. The sample included 98 parents and 54 teachers of 6-year-old children who started primary school in September in Hong Kong. Questionnaires were sent to parents and teachers, asking them to describe stressors that children encountered at school during the first 3 months of the school year. They were also asked to report how children coped with stress when starting school. Stressors were related to (1) school rules and routines; (2) interpersonal and organizational adjustment; (3) discontinuity of learning mode; (4) bullying at school; and (5) the new school environment. Parents and teachers observed different stressors and coping strategies during children’s transition to school. Making friends, learning to manage time, and fostering positive teacher-child relationships and social support (from parents, peers, and teachers) were important factors in helping children cope with stress during the transition. Copyright © 2013 The International Journal of Early Childhood Learning.
Original languageEnglish
Pages (from-to)49-59
JournalThe International Journal of Early Childhood Learning
Volume19
Issue number2
DOIs
Publication statusPublished - 2013

Citation

Wong, M. (2013). Learning to cope with stress during transition from kindergarten to school. The International Journal of Early Childhood Learning, 19(2), 49-59.

Keywords

  • Transition from kindergarten to school
  • Coping strategies

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