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CNAA / Theses / 2016 / June /

The psychopedagogical conditions and methods for kindergarten children's adjustment to elementary school in Israel


Author: Badarne Zada
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2016
Scientific adviser: Carolina Platon
doctor habilitat, professor, Moldova State University
Institution: Moldova State University

Status

The thesis was presented on the 23 June, 2016
Approved by NCAA on the 6 October, 2016

Abstract

Adobe PDF document – 0.71 Mb / in romanian
Adobe PDF document – 0.74 Mb / in english

Thesis

CZU 373.2(569.4)(043.3)

Adobe PDF document 1.82 Mb / in english
134 pages

Keywords

transition, preschool age, school adjustment, school readiness, school maturity, individual differences, learning achievements, personality of the child, preschool experience, socio-emotional learning skills, anxiety, challenge, complexity

Summary

Structure of the dissertation: the thesis contains an introduction, 3 chapters, general conclusions and recommendations, list of references (214 sources), keywords, 130 pages of the main text. The text of the thesis contains 13 figures, 36 tables and 2 appendices. The results were published in 10 scientific papers.

The field of the research: General theory of education. Transition from kindergarten to elementary school.

The objectives of the thesis are: Analysis of conceptual approaches of transition and adjustment to school. Identification of pedagogical conditions of adjustment to school. Examination of the conditions of children’ adjustment to primary school according to age, degree of readiness, sex, education level of parents. Establish of pedagogical peculiarities of children’ adjustment to primary school. Capitalization effects’ assessment of pedagogical conditions for adjustment.

Scientific novelty and originality of the research consists in: Theoretical foundation of psycho pedagogical conditions of children’ adjustment in primary school; achieving a unique empirical study on the conditions of children’ adjustment in primary school by age (children born in the first triad of the year / children born in the last triad of the year); degree of readiness for school (emotional, social, academic); parent education level (low, medium, higher); establishing the influence of chronological age on the readiness of children to school; the establishment and capitalization of psycho pedagogical peculiarities of children’ adjustment to primary school; identify gender differences at the level of classroom and age; the development, implementation and evaluation of the Program of optimization the transition process; determining the role of teachers, parents and educational institutions in children’ adjustment to primary school.

The solved scientificissue is to establish effective psychopedagogical conditions of kindergarten children's adjustment to elementary school, having as effect the optimizing of the transitional process in order to implement in the educational system in Israel.

The theoretical significance of the research: the obtained results contribute to the development of scientific knowledge related to children's adjustment to elementary school, to prediction of the educational success of children at the initial stage of formal learning; to creation of the base for the future studies for adjustment to school.

The practical significance of the work: elaboration of a set of measures and practical guidelines for teachers, educators and parents that contribute to the promotion of the positive experience and support for the child, as part of the transition kindergarten - elementary school.

The implementation of scientific results was realized at the institutional level, in the framework of kindergartens in the Arab sectors of Israel.

Summary


1. THEORETICAL APPROACHES OF KINDERGARTEN-PRIMARY SCHOOL TRANSITION IN CONTEMPORARY PSYCHOPEDAGOGY
  • 1.1. Theoretical approaches of transition from kindergarten to elementary school
  • 1.2. The adjustment of kindergarten children to elementary school as psychological and pedagogical phenomenon
  • 1.3. The age of school enrollment – experiences and trends
  • 1.4. Conclusions to Chapter 1

2. THE IDENTIFICATION OF CONDITIONS OF KINDERGARTEN CHILDREN’S ADJUSTMENT TO PRIMARY SCHOOL
  • 2.1. The design of investigation’s process
  • 2.2. The quantitative and qualitative analyses of experimental results
  • 2.3. Conclusions to Chapter 2

3. THE VALORIZATION OF PSYCHOPEDAGOGICAL CONDITIONS AND METHODS OF KINDERGARTEN CHILDREN’S ADJUSTMENT TO PRIMARY SCHOOL
  • 3.1. The identification of peculiarities of psychopedagogical conditions for children’s adjustment to elementary school
  • 3.2. The evaluation of the effects of recovery conditions for children’ adjustment to primary school
  • 3.3. Conclusions to Chapter 3

GENERAL CONCLUSIONS AND RECOMMENDATIONS