Children's social and scholastic lives in kindergarten: Related spheres ofinfluence?

Evidence from two studies conducted with kindergarten samples (N = 200, M a ge = 5.58 years; N = 199, M age = 5.47 years) supported a series of interre lated hypotheses derived from a child x environment model of early school a djustment. The findings obtained were consistent with the following inferen ces: (1) Entry factors, such as children's cognitive maturity and family ba ckgrounds, directly as well as indirectly influence children's behavior, pa rticipation, and achievement in kindergarten; (2) as children enter school, their initial behavioral orientations influence the types of relationships they form with peers and teachers; (3) stressful aspects of children's pee r and teacher relationships in the school environment adversely impact clas sroom participation and achievement; and (4) classroom participation is an important prerequisite for achievement during kindergarten. Collectively, t hese findings illustrate the need to revise prevailing theories of school a djustment, and the research agendas that evolve from these perspectives, so as to incorporate interpersonal risk factors that operate within the schoo l environment.