The Psychology of Starting School An Evidence-Based Guide for Parents and Teachers

1. Starting School – A Very Special Transition!

• Life-Span Development
• Linked Lives
• Time And Place
• Agency
• Timing
• A Quick Summary
• Tips For Parents

2. Making and Keeping Friends at The Transition to School

• Peer Relationships Are Important
• Early (Preschool) Peer Relationships
• Establishing New Peer Relationships: Challenges, And How Parents Can Help
• Peer Conflict
• Common Peer Relationship Challenges
• Diversity In Peer Relationships
• A Quick Summary
• Tips For Parents

3. Routines and Family Relationships

• Sleep And Bedtime Routines
• Book-Sharing and Playful Routines
• Outdoor Play
• Dads And Coparenting
• Siblings
• A Quick Summary
• Practical Tips

4. Building Children’s Thinking Skills Beyond Literacy and Numeracy

• Self-Regulatory Skills Matter for School Success
• Social Influences on Young Children’s Self-Regulatory Skills
• A Quick Summary
• Tips For Parents

5. Supporting Children’s Mindreading Skills

• What Is ‘Theory of Mind’?
• Theory of Mind Develops at Different Rates for Different Children
• Sibling Relationships Boost Mentalising Skills
• Parental Mental State Talk Boosts Mentalising Skills
• Building A Growth Mindset
• Building Children’s Self-Control May Also Foster Mindreading
• Mentalising At the Transition to School
• A Quick Summary
• Tips For Parents

6. Bridging Home and School

• Barriers To Parent-Teacher Communication: Accessibility, Attitudes and Experiences
• Starting School Can Be a Time of Turmoil for Parents
• Reaching Out for Social Support
• The Daily Juggling Act
• Balancing Work and Family
• A Quick Summary
• Tips For Teachers

7. A Spotlight on Teachers and Their Importance

• Classroom Climate
• Teachers’ Wellbeing
• Teacher Experience and Training
• A Quick Summary
• Tips For Teachers

8. Diversity in The Classroom

• Age Matters (More Than Teachers Think) For Children’s School Readiness
• Neurodiversity In the Classroom: Overlapping Conditions, With Complex Consequences
• Ethnic Diversity
• Starting School May Be When Children Realise That Families Come in Many Forms
• Children From Low-Income Families Face Both Material and Social Barriers
• A Quick Summary
• Tips For Teachers

9. Promoting Wellbeing Through Relationships, Skill-Building and Fostering Positive Contexts

• Children’s Relationships
• Skills That Foster Success in The Early Years of School
• Diversity In Views, Experiences, And Contexts
• Conclusions

10. Further Resources

• Videos
• Further (In Depth) Reading
• Tools
• Online Information for Parents
• Online Information for Teachers

Biography

Claire Hughes is a Professor of Developmental Psychology at the University of Cambridge, where she is the Deputy Director of the Centre for Child and Family Research. Her research interests include school readiness, family relationships, and individual differences in children's self-regulation and social understanding.

Caoimhe Dempsey is an early career researcher. Caoimhe recently completed her PhD at the University of Cambridge, where her research focused on families during the transition to primary school. She has experience working in the field of developmental psychology in Ireland, UK, and New Zealand.

Elian Fink is an Assistant Professor in Developmental Psychology at the University of Sussex. She specialises in children’s play and peer relationships, with a focus on how to support children in making and maintaining friendships during the transition to primary school.

'I wish I had this book when my children started school! It’s packed with practical advice for parents, from world-leading experts. The book takes a research-informed holistic view of school readiness, based on what works best for supporting young children’s learning and development. Teachers will see this as a useful resource to build a strong foundation with families right from the start. This is a must-read for anyone wanting to give their children the best primary school experience… it will start many conversations worth having.'

Professor Sara Baker, Faculty of Education, University of Cambridge

'In this exciting new book, the authors weave developmental theory and cutting-edge research findings with the views of parents and teachers to explain how we can best support children throughout their school journeys. This book is packed full of reassurance, support, and lots of practical tips for parents and is a great reminder of the importance of developing connections between all the people who surround children – family, friends, and teachers – and how working in partnership can help children (and everyone around them!) to flourish.'

Dr Amy L. Paine, School of Psychology, Cardiff University

'This book offers an accessible evidence-based guide for all those supporting children through the exciting but tricky early school years. It links the transition to school to other key transitions (e.g., becoming a sibling) and addresses the important topics of children’s socio-emotional skills and early friendships, and the impact starting school has on family life. Designed to dip in and out, and complete with summaries and practical tips, The Psychology of Starting School is essential reading for parents, Early Years professionals, SENDCos, and all those working with children and families.'

Professor Alison Pike, School of Psychology, Sussex University