Transition to school may be experienced as a critical event for both children and their families. Within an ecological framework of transition, the scope of the concept of school readiness in recent years has decentered from the child to the environment, including the readiness of (pre)school education to develop core skills in children. This study aims to understand the extent to which preschool teachers' completion of training in the Incredible Years®-Teacher Classroom Management program (IY-TCM) during children’s last preschool year has an impact when children transition to primary school, and how this contributes to reducing differences between children with and without economic disadvantage. Forty-four teachers from classes with a high percentage of students in economic disadvantage completed questionnaires about 192 five/six-year-old children. Results from cross-sectional analyses showed that children whose preschool teachers attended the IY-TCM program, when compared to children whose teachers did not, were significantly higher in social skills, adaptation to school and school achievement at the end of the first term, and had parents more involved in education but with a lower bonding with the teachers (medium to large effect sizes). Although not statistically significant (p = .08, Hedge’s g = .29), results of longitudinal analyses are trending in the expected direction, suggesting that the IY- TCM could help to reduce socio-economic disparity. Results are discussed bearing in mind the importance of a preschool education that addresses the development of self-regulation and social skills in children, and the value of both initial and continuous training for preschool teachers.

对儿童及其家庭而言，过渡到学校可能是一件至关重要的事情。在转型的生态框架内，近年来入学准备概念的范围已从儿童转向环境，包括（学前）教育为培养儿童核心技能做好准备。本研究旨在了解学龄前教师在儿童最后一个学龄前完成 Incredible Years®-Teacher Classroom Management 计划 (IY-TCM) 的培训对儿童过渡到小学的影响程度，以及这如何有助于减少经济劣势和非经济劣势儿童之间的差异。来自经济弱势学生比例较高班级的 44 名教师完成了约 192 名五/六岁儿童的问卷调查。横断面分析结果显示，学前教师参加国际中医药项目的儿童与未参加教师的儿童相比，在第一学期末在社交技能、学校适应和学业成绩方面显着提高，并且让父母更多地参与教育，但与教师的联系较少（中到大的影响大小）。虽然没有统计学意义（在第一学期末适应学校和学校成绩，让家长更多地参与教育，但与教师的联系较少（中到大的影响大小）。虽然没有统计学意义（在第一学期末适应学校和学校成绩，让家长更多地参与教育，但与教师的联系较少（中到大的影响大小）。虽然没有统计学意义（p  = .08, Hedge's g  = .29)，纵向分析的结果正朝着预期的方向发展，这表明 IY-TCM 有助于减少社会经济差距。讨论结果时牢记学前教育的重要性，该教育解决了儿童自我调节和社交技能的发展，以及对学前教师进行初始和持续培训的价值。