The Psychology of Starting School offers a highly accessible, practical guide to cutting-edge research from developmental science to guide parents and professionals through this exciting but sometimes tricky period.
The Psychology of Starting School offers a highly accessible, practical guide to cutting-edge research from developmental science to guide parents and professionals through this exciting but sometimes tricky period.
Written by expert developmental psychologists, it explores how social and emotional competence emerges within a network of supportive relationships and explains how the transition to school compares with other key transitions for children, for example, becoming a sibling. Addressing the all-important topic of childrens early friendships, it explains how childrens mindreading skills and ability to regulate their feelings and behaviour contribute to a successful school transition. The book offers guidance on topics such as successful home-school links, the impact of starting school on family life and troubleshooting problems for both parents and educators including socialising outside school, childrens fatigue, and establishing positive relationships with other parents at the school gates.
Designed to dip in and out, and complete with numerous examples, chapter summaries and top tips for parents and teachers, this book is essential reading for parents, Early Years professionals, SENDCos, health visitors and school nurses, as well as mental health professionals and social workers working with children and families.
1. Starting School A Very Special Transition!
2. Making and Keeping
Friends at The Transition to School
3. Routines and Family Relationships
4.
Building Childrens Thinking Skills Beyond Literacy and Numeracy
5.
Supporting Childrens Mindreading Skills
6. Bridging Home and School
7. A
Spotlight on Teachers and Their Importance
8. Diversity in The Classroom
9.
Promoting Wellbeing Through Relationships, Skill-Building and Fostering
Positive Contexts
10. Further Resources
Claire Hughes is a professor of developmental psychology, a Fellow of Newnham College, University of Cambridge and a Deputy Head at the Department of Psychology (Wellbeing, Equality and Diversity). Her research interests include school readiness, family relationships, and individual differences in childrens self-regulation and social understanding.
Caoimhe Dempsey recently completed her PhD at the Centre for Family Research, University of Cambridge, where her research focused on families during the transition to primary school. She has experience working in the field of developmental psychology in Ireland, UK and New Zealand. She is currently a postdoctoral fellow at the Economic and Social Research Institute, Ireland.
Elian Fink is an assistant professor in developmental psychology at the University of Sussex. She specialises in childrens play and peer relationships, with a focus on how to support children in making and maintaining friendships during the transition to primary school.
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