PARENT-CHILD RELATIONSHIP INFLUENCES ON CHILDRENS TRANSITION TO SCHOOL

The linkages between the family and school social systems as children make the transition to school were examined. Children entering kindergarten (n = 45) participated in the study. Mother-child and father-child interactions were observed in a physical play session (e.g., tickling, chasing, wrestling) prior to school entrance. School social adjustment was assessed through parent ratings, teacher reports, and interviews with the children 2 weeks after school began and at the end of the first school semester. Results indicated that the length of time in physical play was favorably related to social adjustment in school. Parent-child interactions characterized by a controlling parent and a resisting child, or by a directing child, were negatively associated with adjustment. Findings are supportive of past research and demonstrate that there is some consistency in a child's behaviors across different social settings.