Easing the transition to kindergarten: The Affective and Cognitive Effects of Different Spatial Familiarization Experiences


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. © 1986, SAGE PUBLICATIONS, INC. All rights reserved.

Publication Title

Environment and Behavior