Jonathan Tudge|Dolphine Odero|Diane Hogan|Kathleen E. Etz
Relations between the everyday activities of preschoolers and their teachers’ perceptions of their competence in the first years of school
University of North Carolina at Greensboro|Egerton University|Trinity College Dublin|National Institute on Drug Abuse
paper contributes growing literature suggests order understand transition school one employ ecological approach approach involves simultaneous consideration individual contextual factors studied time much current literature transition focuses transition perspective school interested relations occurs prior school performance school used bronfenbrenners processpersoncontexttime ppct ecological model focus primarily relations schoolrelevant activities preschoolaged children teachers subsequent perception childrens competence entered school time 1 observed 20 3yearolds engagement everyday activities process initiation activities person 20hour period covering equivalent entire waking day children drawn two social classes context preschool observations followed 2 consecutive years teacher reports academic competence following entry elementary school times 2 3 middleclass preschoolers engaged schoolrelevant activities workingclass children preschoolers initiated engaged conversations subsequently perceived teachers competent