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Easing the Transition to Kindergarten

The Affective and Cognitive Effects of Different Spatial Familiarization Experiences

Department of Psychology at Memphis State University.

Judith A. Goodnight

Chloee K. Poag

Sheila Cohen

Gerry T. Nichol

Patricia Worley

Subjects were 73 boys entering kindergarten assigned to three spatial familiarization groups two weeks priorto school. One experience involved walking around the campus with an experimenter. A second involved viewing slides of the walk taken by the other children with a replica of the campus in view. A third group received no prior spatial experience. Children in both familiarization groups reported more positive attitudes for academic, spatial, and social affairs in school than children in the control group. Results are discussed in terms of both affective responses and differential cognitive impact.

Environment and Behavior, Vol. 18, No. 3, 330-345 (1986)
DOI: 10.1177/0013916586183002


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