Abstract
14 preschool children who were transferring to new schools were observed during a 2-wk period prior to the separation from their 14 classmates who were not transferring. Ss ranged in age from 2.9 to 5 yrs. Ss were interviewed with the Piers-Harris Children's Self-Concept Scale and the Depression Rating Scale for Children. Parents and teachers completed questionnaires on Ss' behavior. Results show that Ss who were leaving the school, compared to those who were staying, showed increases (compared to baseline observations 3 mo earlier) in fantasy play, physical contact, negative statements and affect, fussiness, activity level, tonic heart rate, and illness, as well as changes in eating and sleeping patterns. Shortly after their departure, this agitated behavior appeared to diminish in the Ss who were leaving but increased for those who remained in the school. This behavior pattern may represent a coping response to separation in an environment that is laden with cues of the losses associated with separation. (19 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
| Original language | English |
|---|---|
| Pages (from-to) | 786-792 |
| Number of pages | 7 |
| Journal | Developmental Psychology |
| Volume | 20 |
| Issue number | 5 |
| DOIs | |
| State | Published - Sep 1 1984 |
Fingerprint
Keywords
- separation stress, 2.9-5 yr olds transferring to new school
ASJC Scopus subject areas
- Life-span and Life-course Studies
- Demography
- Developmental and Educational Psychology
Cite this
Separation stress of young children transferring to new schools. / Field, Tiffany M.
In: Developmental Psychology, Vol. 20, No. 5, 01.09.1984, p. 786-792.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Separation stress of young children transferring to new schools
AU - Field, Tiffany M
PY - 1984/9/1
Y1 - 1984/9/1
N2 - 14 preschool children who were transferring to new schools were observed during a 2-wk period prior to the separation from their 14 classmates who were not transferring. Ss ranged in age from 2.9 to 5 yrs. Ss were interviewed with the Piers-Harris Children's Self-Concept Scale and the Depression Rating Scale for Children. Parents and teachers completed questionnaires on Ss' behavior. Results show that Ss who were leaving the school, compared to those who were staying, showed increases (compared to baseline observations 3 mo earlier) in fantasy play, physical contact, negative statements and affect, fussiness, activity level, tonic heart rate, and illness, as well as changes in eating and sleeping patterns. Shortly after their departure, this agitated behavior appeared to diminish in the Ss who were leaving but increased for those who remained in the school. This behavior pattern may represent a coping response to separation in an environment that is laden with cues of the losses associated with separation. (19 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
AB - 14 preschool children who were transferring to new schools were observed during a 2-wk period prior to the separation from their 14 classmates who were not transferring. Ss ranged in age from 2.9 to 5 yrs. Ss were interviewed with the Piers-Harris Children's Self-Concept Scale and the Depression Rating Scale for Children. Parents and teachers completed questionnaires on Ss' behavior. Results show that Ss who were leaving the school, compared to those who were staying, showed increases (compared to baseline observations 3 mo earlier) in fantasy play, physical contact, negative statements and affect, fussiness, activity level, tonic heart rate, and illness, as well as changes in eating and sleeping patterns. Shortly after their departure, this agitated behavior appeared to diminish in the Ss who were leaving but increased for those who remained in the school. This behavior pattern may represent a coping response to separation in an environment that is laden with cues of the losses associated with separation. (19 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
KW - separation stress, 2.9-5 yr olds transferring to new school
UR - http://www.scopus.com/inward/record.url?scp=0007306880&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0007306880&partnerID=8YFLogxK
U2 - 10.1037/0012-1649.20.5.786
DO - 10.1037/0012-1649.20.5.786
M3 - Article
AN - SCOPUS:0007306880
VL - 20
SP - 786
EP - 792
JO - Developmental Psychology
JF - Developmental Psychology
SN - 0012-1649
IS - 5
ER -