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Titolo:
THE SOCIAL-CONTEXT OF EARLY SCHOOLING AND CHILDRENS SCHOOL ADJUSTMENT
Autore:
PERRY KE; WEINSTEIN RS;
Indirizzi:
UNIV CALIF BERKELEY,SCH EDUC,4511 TOLMAN HALL BERKELEY CA 94720 UNIV CALIF BERKELEY,DEPT PSYCHIAT BERKELEY CA 94720
Titolo Testata:
Educational psychologist
fascicolo: 4, volume: 33, anno: 1998,
pagine: 177 - 194
SICI:
0046-1520(1998)33:4<177:TSOESA>2.0.ZU;2-J
Fonte:
ISI
Lingua:
ENG
Soggetto:
DEVELOPMENTAL DIFFERENCES; AGGRESSIVE-BEHAVIOR; MULTILEVEL ANALYSIS; SPECIAL-EDUCATION; MIDDLE SCHOOL; CLASSROOM; KINDERGARTEN; TRANSITION; CHILDHOOD; STUDENT;
Tipo documento:
Review
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Citazioni:
148
Recensione:
Indirizzi per estratti:
Citazione:
K.E. Perry e R.S. Weinstein, "THE SOCIAL-CONTEXT OF EARLY SCHOOLING AND CHILDRENS SCHOOL ADJUSTMENT", Educational psychologist, 33(4), 1998, pp. 177-194

Abstract

The transition to elementary school is a major developmental milestone in the life of a child. It has been estimated that a significant number of children experience academic, social-emotional, or behavioral difficulties as they adapt to the challenges of formal schooling. Furthermore, these difficulties are compounded by poverty, often co-occur, and persist over time. This article explores the relation between the social context of early schooling; that is, features of the classroom and school environment and children's adjustment. A contextual understanding of early school adjustment fills an important gap in the literature and provides direction for future research.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 14/07/20 alle ore 06:24:11