@article{ref1,
title="Kindergarten children's social-cognitive status as a predictor of first-grade success",
journal="Early childhood research quarterly",
year="1992",
author="Pellegrini, Anthony D.",
volume="7",
number="4",
pages="565-577",
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.<p />",
language="",
issn="0885-2006",
doi="10.1016/0885-2006(92)90099-K",
url="http://dx.doi.org/10.1016/0885-2006(92)90099-K"
}