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Successful Transition to Elementary School and the Implementation of Facilitative Practices Specified in the Reggio-Emilia Philosophy
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Schneider, Barry H.; Manetti, Mara; Frattini, Laura; Rania, Nadia; Santo, Jonathan Bruce; Coplan, Robert J.; Cwinn, Eli – School Psychology International, 2014
Systematic, mandated facilitation of school transitions is an important but understudied aspect of the Reggio-Emilia approach to early childhood education admired internationally as best practice. We studied the links between Northern Italian transition practices and academic achievement, school liking, cooperativeness, and problem behaviors. We…
Descriptors: Reggio Emilia Approach, Foreign Countries, Transitional Programs, Early Childhood Education
Results of the "Aprender a Convivir" Program for Development of Social Competence and Prevention of Antisocial Behavior in Four-Year-Old Children
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Benitez, Juan L.; Fernandez, Maria; Justicia, Fernando; Fernandez, Eduardo; Justicia, Ana – School Psychology International, 2011
The present study is the result of implementing an antisocial behavior prevention program in preschool education. The intervention goal was to prevent the emergence of antisocial behaviors through developing social competence in the participants. The program, called "Aprender a Convivir", is divided into four modules by topic: rules and…
Descriptors: Experimental Groups, Control Groups, Check Lists, Intervention