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This study focuses on precursors of children�s competence in the first-grade transition. Data on intellectual ability, phonological awareness, family support (i.e., parenting practices, home resources), and attendance to kindergarten were collected from 70 children at the beginning of first grade. At the end of the school year, the teachers rated children�s achievement, adjustment, and social skills, and the children answered an achievement test. Children�s stress related to the transition was assessed with questionnaires of stress symptoms and perception of school stressors at the end of the year. Statistical analyses comprised correlation, regression, and group comparison. Both child and family variables predicted achievement and adjustment. Phonological awareness and intellectual ability were the best predictors of achievement and adjustment, respectively. Children with kindergarten experience showed less stress than children with no previous kindergarten experience. The potential of childhood education for developing preacademic abilities and promoting a less stressful transition to first grade is emphasized.
Este estudo focaliza precursores de competência na transição da 1ª série. Participaram 70 crianças da 1ª série, sendo avaliadas no início da série e no final do ano letivo. Variáveis da criança e da família predisseram ajustamento e desempenho. Consciência fonológica e nível intelectual foram os melhores preditores de desempenho e ajustamento, respectivamente. Crianças com experiência prévia na educação infantil mostraram menor estresse que crianças sem experiência. Ressalta-se o potencial da educação infantil para desenvolver habilidades precursoras de competência e atenuar o impacto da transição.
