THE CONTRIBUTION OF ALL-DAY SCHOOLS TO THE DEVELOPMENT OF SOCIAL SKILLS OF PUPILS: THE CASE OF TRANSITION FROM PRESCHOOL TO PRIMARY SCHOOL

Ioannis Thoidis, Athanasios Gregoriadis, Katerina Krousorati

Abstract


The purpose of this study was to investigate the relationship among children’s attendance of all-day preschool centers and their social acceptance and popularity in the first, second and third grade of primary school. The results were collated using a combination of two methods, a sociometric nomination test and the Teacher-Child Rating Scale (TCRS). 281 students from the first, second and third grade of public primary schools from the region of Western Macedonia in Greece, participated in the study. The analysis of variance showed that children who attended all-day preschool centers displayed more developed social skills and abilities than those who attended half-day preschool centers. Moreover, the children from all day preschool centers were more independent, had better working habits and fewer learning difficulties compared to those who attended half day pre-school centers. Finally, they had higher level of social acceptance and popularity from their peer group in comparison with their fellow students.

 

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all-day pre-school, all-day school, social skills, sociometric status, transition

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