Citation

Pellegrini AD. Early Child Res. Q. 1992; 7(4): 565-577.

Copyright

(Copyright © 1992, Elsevier Publishing)

DOI

10.1016/0885-2006(92)90099-K

PMID

unavailable

Abstract

Social-cognitive aspects of children's kindergarten experience were used to predict children's success in first grade; success was defined in terms of achievement, a personality measure, and behavior with peers. Kindergarten children attending a public elementary school were observed on their school playground during recess for 2 years. Seventy-five percent of the variance in their first-grade achievement was predicted with measures of kindergarten achievement, object play, and peer interaction. Furthermore, aspects of first-grade children's personality disorders and aggressive behavior were predicted by kindergarten popularity. Results are discussed in terms of the developmental transition at 5 to 7 years of age and of the effects of social relationships on cognition.