Article1979

CHILDREN'S DIFFICULTIES ON STARTING INFANT SCHOOL

Martin Hughes · Gill Pinkerton · Ian Plewis

51 citations0/0 files storedJournal of Child Psychology and Psychiatry

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Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development Developmental and Educational Neuropsychology

Abstract

SUMMARY Two hundred and sixty London children in their first term at infant school were rated by their teachers on a scale covering a wide range of behaviour. Thirteen per cent of the sample were having general difficulty coping with school, and around 25% had difficulties with language, persistence with activities, and fine motor control. Boys had significantly more difficulties than girls, and children starting in January‐had significantly more difficulties than those starting in September. A substantial minority of the children was still having difficulties eighteen months later. Several of these findings are replicated on data collected independently in Slough.

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References

1967A CHILDREN'S BEHAVIOUR QUESTIONNAIRE FOR COMPLETION BY TEACHERS: PRELIMINARY FINDINGS 1977SYMPTOMS OF BEHAVIOUR DISTURBANCE AND ADJUSTMENT TO SCHOOL

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2001Solitary-Active Play Behavior: A Marker Variable for Maladjustment in the Preschool?2000Multiple Perspectives on Continuity in Early Learning and the Transition to School.1985Learning Style and School Attainment in Young Children 1997The Effects of Pre‐School Experience on Reading Attainment: a four year cross‐sectional study

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