The Effect of Home-to-School Transition Program on Social-Emotional Readiness of Preschool Students

Faeze   Golshirazi; Ahmad   sadeghi

doi:10.18502/qjcr.v20i77.6147

Faeze Golshirazi master of school counseling, university of Isfahan, Isfahan, Iran.
Ahmad sadeghi associate professor, university of Isfahan, Isfahan, Iran.

DOI: https://doi.org/10.18502/qjcr.v20i77.6147

Keywords: Home-to-school transition program, social-emotional readiness, preschool student

Abstract

Aim: This study was done to investigate the effect of home-to-school transition program on social-emotional readiness of preschool students.

Methods: For this study, semi-experimental design with pretest-posttest and control groups were used. The population included all preschool students in Isfahan during the 2017-2018 academic year who entered kindergarten for the first time. Data collection for this study included voluntary participation of two kindergartens from the city’s 5^th district, and each was randomly assigned to the experimental and control groups. Seventeen students who were qualified to enter the interventional phase were included in the treatment and control group. The transition from home to school program was performed on the experimental group during 3 months and the control group did not received any interventions. The scale of the Social-Emotional School Readiness (Bustin, 2007) was used to collect the data.

Findings: The data was analysed with one-way and multivariate analysis of covariance and the results showed that the home-to-school transition program was effective to promote social-emotional readiness of preschool student (p <0/003).

Conclusion: Therefore, we can use this program for preschool student to increase their social-emotional readiness.