et al., 2016), but with significant discrepancies in language, social, behavioural, and language abilities, where boys are consistently found to experience more challenges (Denham, Bassett, Thayer, Mincic, Sirotkin & Zinsser 2012 a). The evidence strongly suggests an interactive effect of these developmental difficulties which impacts on boy’s adjustment to school and learning (Weiland & Yoshikawa, 2013). Importantly, socio-cultural and post-structural critiques (see for example, Alloway, Freebody, Gilbert & Musoratt, 2002; Moss, 2007; Watson, Kehler, Martino, 2010) also question the extent to which the differences between boys and girls are biologically determined and the role of other social, cultural and institutional factors - social class, status, race, cultural and ethnic backgrounds - on behaviour, engagement and achievement. Constructions of masculinity and femininity are socially and culturally bound and children bring with them to both ECEC services and school classrooms expectations about how the gender with which they identify are expected to behave in a range of areas including but not limited to literacy (Martino & Kehler, 2007) and physical activity (Watts, 2013). Acknowledging and exploring the many different backgrounds that children bring with them to the classroom is necessary to develop effective and respectful relationships. The role of schools and educators as such, in supporting successful transition is to work from where each child is at, asking which children are at greatest risk for failure in any given curriculum area and what are the other critical factors (socio-economic status, ethnicity, parental support and expectations) that may affect their engagement and achievement in any given domain. Executive Function and Emotional Regulation Executive functions are essentially higher order cognitive processes such as cognitive flexibility, working memory and interference control (Stahl, 2013). Research posits a primary role of executive functions in predicating the conscious regulation of thought and behaviour in developing the emotional, social and intellectual skills of children and in mediating positive behaviour in preschool and primary school (Vitiello & Williford, 2016).
et al., 2016), but with significant discrepancies in language, social, behavioural, and language abilities, where boys are consistently found to experience more challenges (Denham, Bassett, Thayer, Mincic, Sirotkin & Zinsser 2012 a). The evidence strongly suggests an interactive effect of these developmental difficulties which impacts on boy’s adjustment to school and learning (Weiland & Yoshikawa, 2013). Importantly, socio-cultural and post-structural critiques (see for example, Alloway, Freebody, Gilbert & Musoratt, 2002; Moss, 2007; Watson, Kehler, Martino, 2010) also question the extent to which the differences between boys and girls are biologically determined and the role of other social, cultural and institutional factors - social class, status, race, cultural and ethnic backgrounds - on behaviour, engagement and achievement. Constructions of masculinity and femininity are socially and culturally bound and children bring with them to both ECEC services and school classrooms expectations about how the gender with which they identify are expected to behave in a range of areas including but not limited to literacy (Martino & Kehler, 2007) and physical activity (Watts, 2013). Acknowledging and exploring the many different backgrounds that children bring with them to the classroom is necessary to develop effective and respectful relationships. The role of schools and educators as such, in supporting successful transition is to work from where each child is at, asking which children are at greatest risk for failure in any given curriculum area and what are the other critical factors (socio-economic status, ethnicity, parental support and expectations) that may affect their engagement and achievement in any given domain. Executive Function and Emotional Regulation Executive functions are essentially higher order cognitive processes such as cognitive flexibility, working memory and interference control (Stahl, 2013). Research posits a primary role of executive functions in predicating the conscious regulation of thought and behaviour in developing the emotional, social and intellectual skills of children and in mediating positive behaviour in preschool and primary school (Vitiello & Williford, 2016).
Impact%20of%20Gender%20on%20Transition%20to%20School.docx