Childhood Studies: Behavioural Engagement in the Transition to School

Running head: CHILDHOOD STUDIES
CHILDHOOD STUDIES
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1CHILDHOOD STUDIES
Introduction
The dynamic shift into formal education primarily involves when children tend to shift
from predominately communicating with parents and initiate interaction with other children as
well as educators. Children typically have been exposed to newly developed influences and
settings which modify their later events thus marking such an evolution a sensitive period for
later school achievements. Portilla et al. (2014) have noted that such intricate social settings tend
to position substantial demands on young children such as kindergarteners need to form new
relationships thus regulating their impulse and further focus and pay attention and efficiently
involve in learning material. According to Martin and Rimm-Kaufman (2015) the way young
children have been dealing with these transitions has been essentially associated to behavioural
engagement in learning. Furthermore, behavioural engagement can primarily be explained as
learners’ active engagement in the classroom assignments that entails conforming to classroom
regulations and practices and proficiently reflecting self-directed behavioural patterns. Moreover,
considering critical implication of behavioural engagement, it has been essential to distinguish
procedures which support such engagement during school transition of children. The following
paper aims to evaluate aspects related to children and schooling and understand children’s voice
and power relationship in the educational setting. Additionally, the paper will analyse the
positivism paradigm used in the chose article “QuarterlyChild engagement in the transition to
school: Contributions of self-regulation, teacher–child relationships and classroom climate” and
identify the methodology conducted by the researchers in the article by highlighting the article’s
strength and weaknesses.
Discussion

2CHILDHOOD STUDIES
Cadima et al. (2016) have found a general conformity that early experiences in school
have been highly critical for shaping young children’s prospective academic careers. However,
children who have the ability to acquire academically early on continue to exhibit achievement
gains and the ones who tend to face challenges with learning encounter persistent unconstructive
implications for a prolonged time. Thus, in order to develop early school experience, it has been
highly imperative to efficiently realize competencies which support learning and assertive
relationship quality with educators. According to Pears et al. (2015), two major areas of
children’s performance have been perceived to envisage school willingness along with academic
achievement identified as children’s self-regulation skills. Furthermore, expanding to the
transactional model of development to the young children’s school context, it has been theorized
that children’s behavioural patterns and classroom setting tend to interrelate bidirectional
procedures. Studies of Martin and Rimm-Kaufman (2015) have revealed that relationship
between teacher-child bond quality and children’s behavioural patterns tend to create patterns
which contribute to inputs as well as outcomes to developmental process of young children.
The article “QuarterlyChild engagement in the transition to school: Contributions ofself-
regulation, teacher–child relationships and classroom climate” primarily focusing on the reality
of child engagement in the transition to school has applied a positivism research paradigm in
order envelop a wide-range of situations in a short period of time. In addition to this, the
researchers of this article have efficiently carried a positivist approach to area of knowledge by
relying on positivist approach to knowledge. Portilla et al. (2014) have stated that by applying a
positivist approach theoretical implications of particular study can be fundamentally generalized
at a larger extent with which information for similar issues with diverse social context can be
easily collected. Cadima et al. (2015) by conducting quantitative approach on the patterns of