Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress

Primeiros Passos no Ensino Fundamental: Competência Cognitiva, Habilidades Sociais, Comportamento e Estresse

Primeros pasos en la Enseñanza Primaria: Competencia Cognitiva, Habilidades Sociales, Comportamiento y Estrés

Abstract

The entry into elementary education - EE - represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1^st, 2^nd and ^3rd year of EE. The participants were 151 children (79 boys), longitudinally evaluated using the Social Skills Rating System, Raven's Progressive Matrices, Provinha Brazil, Child Stress Scale and the School Stressors Inventory. The results indicated at least moderate stability of the variables and a continuous increase in academic achievement. Girls showed better indicators of social skills and behavioral adjustment. Children showed more externalizing behaviors in the 1^st year; more stress symptoms in the 2^nd year; greater general intelligence, more academic social skills and fewer stress symptoms in the 3^rd year. These trends suggest that the transition extends up to 2^nd year, whereas developmental achievements are consolidated in the 3^rd year.

Keywords:
elementary education; school transition; longitudinal; child development; adjustment