ArticleChildren (Basel, Switzerland)2025
Parents' and Teachers' Perspectives on Children's Socio-Emotional Well-Being During Transition from Home to Kindergarten.
Article in Children (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
backgroundAs the social-emotional well-being of children as a whole and specifically during the transition to kindergarten is of paramount importance, it is important to continuously research this topic using a multi-informant approach. Moreover, a further contribution of this study lies in addressing the substantial gap in the existing literature within this important field.
objectivesStarting from the Ecological-Dynamic Transition Model and the Positive Development and Resilience in Kindergarten (PERIK) Model, the main aim of this research was to analyze parents' and teachers' perceptions of children's social-emotional well-being during the transition and adjustment, and the quality of transition and adjustment.
methodsThe study was conducted on a sample of parents (N = 154; 147 mothers) and teachers from 4 kindergartens (N = 12, all female) as raters of children's (N = 202; 82 girls) social-emotional well-being, using PERIK scale and four questions on the quality of transition.
resultsAll PERIK-dimensions were rated as elevated based on parents' ratings and moderate based on teachers' ratings. Ratings of difficulties during transition decreased, and satisfaction with transition and adjustment and cooperation between parents and caregivers during transition increased (teachers' ratings were lower than parents' ratings). The average duration of adjustment in kindergarten was three weeks. Correlation analyses showed the expected significant correlations between the PERIK dimensions and the quality of transitions and adjustment of children. Inter-rater agreement analyses showed the effect sizes were predominantly large and poor to medium agreement between parent and teacher ratings was determined.
conclusionsAlthough the study found that there are significant differences in perceptions of the relationship between PERIK-dimensions and satisfaction with children's transition between teachers and parents, which was expected due to the assessment of children in different contexts, it is important to consider them both in future research.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.