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Transitioning from kindergarten to primary school: Exploring the links between children’s self-regulation skills, socio-emotional competence, and academic outcomes
Citation
Ng, E. L., Bull, R., Khng, K. H., & Ang, M. (2024). Transitioning from kindergarten to primary school: Exploring the links between children’s self-regulation skills, socio-emotional competence, and academic outcomes (Report No. OER 14/17 NEL). National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/27416
Abstract
The transition to formal learning in primary school is an important developmental milestone. In comparison to the more informal setting in preschool classrooms, the primary school classroom typically imposes considerably greater expectations for children to direct and sustain their attention toward academic work. Given that learning in school occurs through social interactions, children who are able to regulate their emotions and maintain positive relationships with peers and teachers also adapt better to the new environment. Collectively, the cognitive and socio-emotional competencies that facilitate children’s transition to formal schooling are known as school readiness skills. Many studies have shown that these skills, including early academic skills, self-regulation skills and social competencies predict later school success.
Date Issued
2024
Publisher
Office of Education Research, National Institute of Education, Singapore
Series
OER Final Report
Description
Note: Restricted to NIE staff.
Project
OER 14/17 NEL
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore