Successful transition to elementary school and the implementation of facilitative practices specified in the Reggio-Emilia Philosophy

Barry H. Schneider, Mara Manetti, Laura Frattini, Nadia Rania, Jonathan Bruce Santo, Robert J. Coplan, Eli Cwinn

Research output: Contribution to journalArticle

5 Scopus citations


Systematic, mandated facilitation of school transitions is an important but understudied aspect of the Reggio-Emilia approach to early childhood education admired internationally as best practice. We studied the links between Northern Italian transition practices and academic achievement, school liking, cooperativeness, and problem behaviors. We followed 288 students across a transition from preschool to elementary school. Schools varied in their implementation of transition practices. High implementation of Reggio-type transition practices was related to significantly more school liking and significantly fewer problem behaviors after the transition. At follow-up at the end of the post-transition year, high-implementation schools were still characterized by lower levels of problem behavior. These data indicate that the facilitation of school transitions in the Reggio-Emilia tradition is associated with successful post-transition adjustment.

Original languageEnglish (US)
Pages (from-to)447-462
Number of pages16
JournalSchool Psychology International
Issue number5
Publication statusPublished - Jan 1 2014



  • Behaviour problems
  • Elementary school students
  • Italy
  • Reggio-Emilia
  • School environment
  • School transition
  • Student attitudes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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