Pirmaklasių mokinių socialinio subrendimo ir adaptacijos mokykloje rodiklių sąsajos
Relationship between social readiness and school adaptation of first-grade pupils

Summary/Abstract: In recent years increasing number of researchers emphasize the importance of social school readiness of children [9]. Effective adaptation of a child in the school environment to the large extent depends on his / her ability to build and maintain adaptive interpersonal relationships with peers and teachers and to meet academic requirements. An important role in the process of meeting these requirements is played by social skills of a child. Previous research revealed significant links between children’s social skills and their popularity in class [11], relationships with teachers [13] and academic achievement. [2; 10; 15]. The purpose of the study is to determine the relationship between social readiness of first grade pupils and school adaptation indicators, including popularity in class, relationship with a teacher, and academic achievement. Subjects were 84 first-graders attending three schools in Kaunas. Age of the subjects was ranging from 6 to 8 years. Subjects included 39 girls and 45 boys. Social school readiness of pupils was measured by Child Social School Readiness Scale (CSSRS) completed by class teachers. Class teachers completed the CSSRS about each of the pupils participating in the study. This scale was developed on the basis of the EDI (Early Developement Instrument) developed by M. Janus et al. (2007) and the BUSSE-SR (Social Emotional School Readiness Scale) developed by C. Bustin (2007). Measure of popularity in class was obtained by asking the subjects to select from the list of children participating in the study three kids, whom s/he would prefer to be friends with. Teacherpupil relationship was assessed by asking teachers to divide the pupils into five groups in terms of how much they like working with them. Data about academic achievement of the pupils was collected by asking the teacher to divide the pupils into three groups in terms of their academic achievement in Lithuanian language and mathematics. Results of the study revealed that higher social school readiness of first graders at the beginning of the first semester was linked to higher popularity in class at the beginning of the second semester. It was also found that higher social school readiness of first graders at the beginning of the first semester was linked to better relationship with a teacher at the beginning of the second semester. Furthermore, results showed that higher social school readiness of first graders at the beginning of the first semester was linked to higher academic achievement at the beginning of the second semester.

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