Transition to the school playground: An intervention programme for nursery children

Author(s): Smith, Nanette;
Date Issued: 2002
Publisher(s): Routledge (Firm)
Description: An account of the implementation and outcomes of a program aimed at promoting socioemotional development to help preschool children with the transition to the school playground, based on a sample of 19 4-year-olds from one school in the United Kingdom
show entire record ↓
Journal Title: Early Years: An International Journal of Research and Development
Volume Number: 22
Issue Number: 2
Page Range: 129-146
Topics: Parent, School, & Community School Readiness/Child School Success & Performance > Transition To School

International Child Care & Early Education > Single-Country Studies

Programs, Interventions & Curricula > Interventions/Curricula > Social & Emotional
Country: United Kingdom
ISSN: 0957-5146 Paper
1472-4421 Online
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Socio-emotional programme promotes positive behaviour in preschoolers Reports & Papers
National evaluation of the Neighbourhood Nurseries Initiative (NNI) integrated report Fact Sheets & Briefs
National evaluation summary: The impact of Sure Start local programmes on three year olds and their families Fact Sheets & Briefs
National evaluation report: The impact of Sure Start local programmes on three year olds and their families Reports & Papers
National evaluation report: The impact of Sure Start local programmes on three year olds and their families [Executive summary] Executive Summary

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate