Psychological adaptation of children upon entry into nursery school From an ecological perspective, early childhood development occurs within the multiple contexts of home, school and neighborhood, and aspects of these environments may contribute to the development of adjustment problems (Bronfenbrenner, 1979). A child's psychological adjustment to entering school for the first time can have a significant impact on the level of success achieved later in life. Children rated higher in school adjustment by their elementary school teachers, as a result of better cognitive development, showed positive attitudes toward school resulting in better academic outcomes leading to higher academic achievement and lower delinquency throughout age of 19. adjustment problems. It is therefore important to examine more closely a wide range of factors that may influence psychological adjustment to school in early childhood. Ladd, Birch, and Buhs derived a child x environment model of early school adjustment that divides these factors into five categories: child entry factors, behavioral styles, relationships with classmates and teachers, classroom participation, and achievement. A child's entry factors are those attributes that are present in the child before school entry, but affect the child's psychological adjustment after school entry. Children who enter school with greater cognitive and linguistic maturity tend to establish better relationships with teachers and achieve better academic results. Typically, girls are known to establish supportive bonds with teachers, more often than boys (Birch and Ladd, 1997) due to their cognitive/linguistic maturity mak...... middle of paper ...... Scholastic Lives in Kindergarten: Related Spheres of Influence? Child Development, 70(6), 1373-1400Birch, S.H., & Ladd, G.W. (1996), Continuity and change in the quality of teacher-child relationships: Link to children's early school adjustment. Child Development, 67(1) 980-1012. Bronfenbrenner, U. (1979), The ecology of human development: experiments by nature and design. Cambridge, MA: Harvard University Press.Greenberg, MT, Coie, JD, Lengua, LJ, & Pinderhughes, EE (1999), Predicting developmental outcomes at school entry using a multiple-risk model: Four American communities. Developmental Psychology, 35(2), 403-417. Reynolds, A. J., Mavrogenes, N. A., Bezruczko, N., & Hagemann, Mavis (1996), Cognitive and family support mediators of preschool efficacy: A confirmatory analysis. Child development, 67(3), 1119-1140.