When children first enter school, they face simultaneous changes in their physical settings, social relationships, and learning expectations. The present study adds to the limited literature on children’s transitions from early education and care into school by examining whether schools can support this transition through information sharing between elementary school teachers and early education programs. We examined information sharing as a predictor of social and academic adjustment during the first year of school for a sample of young children (N = 932) in Norway, where preschool is nearly universal. We find that half of first grade teachers in the sample (64%) reported no contact with preschools; about one quarter (23%) contacted preschools and received both general information about the preschool and specific information about the child, and smaller percentages contacted the preschools and received either general information about the program/curriculum only (8%) or specific information about the child only (5%). When teachers received both types of information, children were one and half times more likely to be rated as having positive social adjustment at school entry (OR = 1.51, p > 0.05) compared with other children. Mediation analyses revealed significant indirect links between this form of information sharing, children’s initial social and academic adjustment, and five academic and social outcomes mid-year in first grade. When initial adjustment was accounted for, we also found a slight negative effect of contact, suggesting that not all contact may be equally positive for children.

中文翻译：

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挪威入学期间教师与早期教育计划之间的信息共享：与儿童学校调整和第一年的成功相关

当孩子第一次上学时，他们的身体，社交关系和学习期望会同时发生变化。本研究通过检查学校是否可以通过小学教师与早期教育计划之间的信息共享来支持这种过渡，从而增加了有关儿童从早期教育和照料过渡到学校的有限文献。我们在挪威学龄前儿童几乎普及的挪威样本中（N = 932），研究了信息共享作为社会和学业适应性的预测指标，用于评估学龄第一年的儿童（N = 932）。我们发现样本中一半的一年级教师（64％）表示未与学龄前儿童接触；大约四分之一（23％）的人联系过学前班，并获得了有关学前班的一般信息和有关孩子的特定信息，较小比例的人与学前班取得联系，或者只收到有关计划/课程的一般信息（8％），或者只收到有关孩子的特定信息（5％）。当教师收到两种类型的信息时，与其他孩子相比，孩子在入学时具有积极的社会适应能力（OR = 1.51，p> 0.05）的可能性是后者的一半和一半。调解分析显示，这种形式的信息共享，儿童最初的社会和学术适应以及一年级年中的五项学术和社会成果之间存在着显着的间接联系。当考虑到最初的调整时，我们还发现了接触的轻微负面影响，这表明并非所有接触对儿童可能都是同样积极的。