Relationship Between the Developmental Status of Children at the Age of 5 and Adaptability After Elementary School Enrollment

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  • 5歳児発達を記録した子どもの就学後の検討
  • 5サイジ ハッタツ オ キロク シタ コドモ ノ シュウガク ゴ ノ ケントウ

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To clarify the relationship between the developmental status during the second period of infancy and adaptability after elementary school enrollment, the development of children at 5 years of age was recorded, and they were followed up until the first year at elementary school. Among these children, the adaptability of those who had developmental challenges during the second year of nursery school was examined during the first year of elementary school. Children who had diffi culty in correctly answering questions during the second year of nursery school required learning considerations after elementary school enrollment. Children who had both behavioral and developmental challenges or diffi culty in correctly answering questions during the second year at nursery school also required behavioral considerations after elementary school enrollment, whereas those who only had behavioral challenges during the second year at nursery school did not have any problems thereafter. Furthermore, among children without any major developmental challenges during the second year of nursery school, some who had exhibited specifi c characteristics, such as diffi culty in understanding rules, required learning considerations after elementary school enrollment. On comparison of behaviors during the second year of nursery school and during the fi rst year of elementary school, one-fi fth of all children had problems in some behavioral domains within this period or problematic behaviors were increasingly observed during the fi rst year of elementary school in some domains, suggesting the necessity of comparing behaviors in each category before and after elementary school enrollment.

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