Dejavniki okolja, otrokovo socialno vedenje v vrtcu/šoli in učna uspešnost v prvem razredu

slovenian

2008

volume 19, issue 1/2

Slovensko društvo raziskovalcev šolskega polja
(Obvezni izvod spletne publikacije)

The paper presents contributions of children's social behaviour in (pre)school, their home environment and attendance of pre-school to academic achievement in the first grade. A sample of children attending pre-schools from age 1 to 3 was followed-up over the pre-school years. When they started primary schooling the sample was extended by a group of first graders not attending pre-school prior to school entry. The children's social behaviour atages 3, 4, 5 and 6 was rated by their (pre)school teachers. Mothers and fathers provided reports on their parental practices when the children were 3 and 6 years old. At the end of the first grade teachers evaluated first graders' attainment of performance standards in Slovene, Mathematics, and Environmental Education. Results of hierarchical regression analyses revealed that the predictors under investigation explain from 15% to 28% of the variance in students' academic achievement. The academic attainment in each ofthe three school courses was predicted best by the children's social competence in (pre)school. Mothers' self-reports on stimulation of their child's cognitive development predicted the students' academic achievement in Slovene. In addition, the course specific accomplishments were positively linked to the children's prior attendance of pre-school and their age of entryto pre-school, while they were negatively related to maternal in efficient control.

06.10.2022