Skip to main content
SpringerLink
Log in

Transition and Adjustment to School

  • Chapter
  • First Online:
Transitions to School - International Research, Policy and Practice

Abstract

Transition and adjustment to the first year of schooling are characterised by diversity and complexity: for children, their families, communities and the school itself. For children and their families it can involve adapting to a range of new experiences and expectations associated with the physical, social, emotional and academic environments and taking on a new identity and social status. For the school, it involves responding to the diversity of children and families entering the school and the community contexts in which they and the school itself are located. While acknowledging that there are personal and systemic adjustment issues for families, educators, schools and communities, this chapter focuses primarily on the adjustment of children.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alexander, K., Entwisle, D., & Kabbani, N. (2001). The dropout process in life course perspective: Early risk factors at home and school. Teachers College Record, 103(5), 760–822.

    Article  Google Scholar 

  • Astbury, B. (2009). Evaluation of transition: A positive start to school pilots. The University of Melbourne, Centre for Program Evaluation.

    Google Scholar 

  • Barth, J., & Parke, R. (1993). Parent–child relationship influences in children’s transition to school. Merrill-Palmer Quarterly, 39(2), 173–195.

    Google Scholar 

  • Bohan-Baker, M., & Little, P. M. (2004). The transition to kindergarten: A review of current research and promising practices to involve families. Cambridge, MA: Harvard Family Research Project, Harvard Graduate School of Education, Harvard University. http://www.gse.harvard.edu/hfrp/content/projects/fine/resources/research/bohan.pdf. Accessed 13 July 2012.

  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–733.

    Article  Google Scholar 

  • Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (5th ed., pp. 993–1023). New York: Wiley.

    Google Scholar 

  • Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 793–828). New York: Wiley.

    Google Scholar 

  • Broström, S. (2000, September). Communication and continuity in the transition from kindergarten to school in Denmark. Paper related to poster symposium on “transition” at the EECERA 10th European Conference on Quality in Early Childhood Education, University of London.

    Google Scholar 

  • Broström, S. (2003). Objects and media in frame play. In L.-E Berg, A. Nelson, & K. Svensson. (Eds.), Toys in educational and socio-cultural contexts. Toy research in the late twentieth century, Part 1. Selection of papers presented at the International Toy Research Conference, Halmstad University, Halmstad, Sweden.

    Google Scholar 

  • Broström, S. (2010). Fiction, drawing and play in a Vygotskian perspective. In J. Hayden, & A. Tuna (Eds.), Moving forward together: Early childhood programs as the doorway to social cohesion. An east–west perspective. An ISSA publication: Cambridge: Scholars Publishing.

    Google Scholar 

  • Chaplin, T. M., Gillham, J. E., & Seligman, E. P. (2009). Gender, anxiety and depressive symptoms: A longitudinal study of early adolescents. The Journal of Early Adolescence, 29(2), 307–327.

    Article  Google Scholar 

  • Clancy, S., Simpson, L., & Howard, P. (2001). Mutual trust and respect. In S. Dockett & B. Perry (Eds.), Beginning school together: Sharing strengths (pp. 56–61). Canberra: Australian Early Childhood Association.

    Google Scholar 

  • Compas, B. E. (2006). Psychobiological processes of stress and coping: Implications for resilience in children and adolescents – Comments on the papers of Romeo and McEwen and Fisher et al. Annuals New York Academy of Science, 1094, 226–234.

    Article  Google Scholar 

  • Cowan, P., Cowan, C., Shulz, M., & Henning, G. (1994). Prebirth to preschool family factors in children’s adaptation to kindergarten. In R. Parke & S. Kellart (Eds.), Exploring family relationships with other social contexts (pp. 75–114). Hillsdale: Lawrence Erlbaum Associates.

    Google Scholar 

  • Crnic, K., & Lamberty, G. (1994). Reconsidering school readiness: Conceptual and applied perspectives. Early Education and Development, 5(2), Retrieved from http://readyweb.crc.uiic.edu/library/1994/crcnic1.html.

  • Davis, K., Gunn, A., Purdue, K., & Smith, K. (2007). Forging ahead: Moving towards inclusive and anti-discriminatory education. In L. Keesing-Styles & H. Hedges (Eds.), Theorising early childhood practice: Emerging dialogues (pp. 99–117). Sydney: Pademelon.

    Google Scholar 

  • Dockett, S., & Perry, B. (2001). Starting school: Effective transitions. Early Childhood Research & Practice, 3(2), 1–18.

    Google Scholar 

  • Dunlop, A.-W., & Fabian, H. (2002). Conclusions: Debating transitions, continuity and progression in the early years. In A.-W. Dunlop & H. Fabian (Eds.), Transitions in the early years: Debating continuity and progression for children in early education. London: Routledge/Falmer.

    Google Scholar 

  • Educational Transitions and Change [ETC] Research Group. (2011). Transition to school: Position statement. Albury-Wodonga: Research Institute for Professional Practice, Learning and Education, Charles Sturt University.

    Google Scholar 

  • Erikson, E. (1963). Childhood and society. New York: Norton.

    Google Scholar 

  • Fabian, H. (2000, August). Empowering children for transitions. Paper presented at the EECERA 10th European Conference on Quality in Early Childhood Education, London.

    Google Scholar 

  • Fabian, H. (2007). Informing transitions. In A.-W. Dunlop & H. Fabian (Eds.), Informing transition in the early years: Research, policy and practice (pp. 3–20). Maidenhead: Open University Press.

    Google Scholar 

  • Fabian, H., & Dunlop, A. (2002, March). Inter-conneXions. Paper presented as a parallel session at the ‘Progress with Purpose’ Conference, Edinburgh. http://extranet.edfac.unimelb.edu.au/LED/tec/pdf/Interconnexions.pdf. Accessed 7 Apr 2010.

  • Garpelin, A. (2004). Accepted or rejected in school. European Educational Research Journal, 3(4), 729–742.

    Article  Google Scholar 

  • Gresham, F., & Elliott, S. (1987). The relationship between adaptive behavior and social skills: Issues in definition and assessment. Journal of Special Education, 21(9), 167–181.

    Article  Google Scholar 

  • Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system manual. Circle Pines: American Guidance Service.

    Google Scholar 

  • Gresham, F., Elliott, S., Cook, C., Vance, M., & Kettler, R. (2010). Cross-informant agreement for ratings for social skill and problem behavior ratings: An investigation of the Social Skills Improvement System—Rating Scales. Psychological Assessment, 22(1), 157–166.

    Article  Google Scholar 

  • Hamre, B., & Pianta, R. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.

    Article  Google Scholar 

  • Hansen, O. H. (2010, August). Early language and thought. Paper presented at the 26th OMEP World Congress, Göteborg, Sweden.

    Google Scholar 

  • Harrison, L., & Ungerer, J. (2000, May). Children and child care: A longitudinal study of the relationships between developmental outcomes and use of nonparental care from birth to six. Paper prepared for the Department of Family and Community Services, Panel Data and Policy Conference, Canberra.

    Google Scholar 

  • Jindal-Snape, D., & Miller, D. J. (2008). A challenge of living? Understanding the psycho-social process of the child during primary-secondary transition through resilience and self-esteem theories. Education Psychology Review, 20(3), 217–236.

    Article  Google Scholar 

  • Klein, H. A., & Ballantine, J. H. (1988). The relationship of temperament to adjustment in British Infant Schools. The Journal of Social Psychology, 128(5), 585–595.

    Article  Google Scholar 

  • Ladd, G. W., & Price, J. M. (1987). Predicting children’s social and school adjustment following the transition from preschool to kindergarten. Child Development, 58(5), 1168–1189.

    Article  Google Scholar 

  • Ladd, G., Kochenderfer, B., & Coleman, C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment? Child Development, 68(6), 1181–1197.

    Article  Google Scholar 

  • Laevers, F., Vandenbussche, E., Kog M., & Depondt, L. (1997). A process-oriented child monitoring system for young children. Katholieke Universiteit Leuven: Centre for Experiential Education.

    Google Scholar 

  • Lombardi, J. (1992). Beyond transition: Ensuring continuity in early childhood services. (Report No. EDO-PS-92-3). Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED 345867).

    Google Scholar 

  • Margetts, K. (1997). Factors impacting on children’s adjustment to the first year of primary school. Research Information for Teachers, 2, 1–4.

    Google Scholar 

  • Margetts, K. (2000). Indicators of children’s adjustment to the first year of schooling. Journal for Australian Research in Early Childhood Education, 7(1), 20–30.

    Google Scholar 

  • Margetts, K. (2003). Does adjustment at preschool predict adjustment in the first year of schooling? Journal of Australian Research in Early Childhood Education, 10(2), 13–25.

    Google Scholar 

  • Margetts, K. (2004). Identifying and supporting behaviours associated with co-operation, assertion and self-control in young children starting school. European Early Childhood Education Research Journal, 12(2), 75–86.

    Article  Google Scholar 

  • Margetts, K. (2007a). Preparing children for school – benefits and privileges. Australian Journal of Early Childhood, 32(2), 43–50.

    Google Scholar 

  • Margetts, K. (2007b). Understanding and supporting children: Shaping transition practices. In A.-W. Dunlop & H. Fabian (Eds.), Informing transition in the early years: Research, policy and practice (pp. 107–119). Maidenhead: Open University Press.

    Google Scholar 

  • Margetts, K. (2008, September). Transition to school. What children think about how it works and how it is going to be different things. Paper presented at the 18th EECERA Conference, Stavanger, Norway.

    Google Scholar 

  • Margetts, K. (2009). Early transition and adjustment and children’s adjustment after six years of schooling. Journal of European Early Childhood Education Research, 17(3), 309–324.

    Article  Google Scholar 

  • Mashburn, A. J., & Pianta, R. C. (2006). Social relationships and school readiness. Early Education and Development, 17(1), 151–176.

    Article  Google Scholar 

  • Maxwell, K., & Eller, C. (1994). Children’s transition to kindergarten. Young Children, 49(6), 56–63.

    Google Scholar 

  • McClelland, M. M., & Morrison, F. J. (2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18(2), 206–224.

    Article  Google Scholar 

  • Merrell, K. W. (1989). Concurrent relationships between two behavioural rating scales for teachers: An examination of self control, social competence, and school behavioural adjustment. Psychology in Schools, 26(3), 267–271.

    Article  Google Scholar 

  • Merrell, C., & Tymms, P. (2001). Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress. British Journal of Educational Psychology, 71(1), 43–56.

    Article  Google Scholar 

  • Merry, R. (2002). The construction of different identities within an early childhood centre: A case study. In A.-W. Dunlop & H. Fabian (Eds.), Informing transition in the early years: Research, policy and practice (pp. 45–60). Maidenhead: Open University Press.

    Google Scholar 

  • Moore, B., Snow, C., & Poteat, G. (1988). Effects of variant types of child care experiences on the adaptive behaviour of kindergarten children. American Journal of Orthopsychiatry, 58(2), 297–303.

    Article  Google Scholar 

  • National Institute of Child Health and Human Development [NICHD] Early Child Care Research Network. (1996). Child care and the family – An opportunity to study development in context. Family Matters, 44(Winter), 33–35.

    Google Scholar 

  • National Institute of Child Health and Human Development [NICHD] Early Child Care Research Network. (2001, April). Further explanations of the detected effects of quality of early child care on socioemotional adjustment. Paper presented at the Society for Research in Child Development Annual Conference. Minneapolis.

    Google Scholar 

  • Petriwskyj, A. (2010). Diversity and inclusion in the early years. International Journal of Inclusive Education, 14(2), 195–212.

    Article  Google Scholar 

  • Pianta, R., & Steinberg, M. (1992). Teacher–child relationships and the process of adjusting to school. New Directions for Child Development, 57, 61–80.

    Article  Google Scholar 

  • Prior, M. (1996, September). Learning and behavioural difficulties: Implications for intervention. Free Public Lecture, The University of Melbourne.

    Google Scholar 

  • Renwick, M. (1984). To school at five: The transition from home or pre-school to school. Wellington: NZCER.

    Google Scholar 

  • Reynolds, A., Weissberg, R., & Kasprow, W. (1992). Prediction of early social and academic adjustment of children from the inner city. American Journal of Community Psychology, 20(5), 599–624.

    Google Scholar 

  • Richards, M. M., & Steele, R. G. (2007). Children’s self-reported coping strategies: The role of defensiveness and repressive adaptation. Anxiety, Stress and Coping, 20(2), 209–222.

    Article  Google Scholar 

  • Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgements of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147–166.

    Article  Google Scholar 

  • Rydell, A. M. (1989). School adjustment, school performance and peer relations among first-graders in a Swedish suburban area. Scandinavian Journal of Psychology, 30(4), 284–295.

    Article  Google Scholar 

  • Sattler, J. (1988). Assessment of children (3rd ed.). San Diego: Jerome M. Sattler.

    Google Scholar 

  • Skinner, D., Bryant, D., Coffman, J., & Campbell, F. (1998). Creating risk and promise: Children’s and teachers’ co-constructions in the cultural world of kindergarten. The Elementary School Journal, 98(4), 297–310.

    Article  Google Scholar 

  • Spence, S. H. (1998). A measure of anxiety symptoms among children. Behaviour Research and Therapy, 36(5), 545–566.

    Article  Google Scholar 

  • Taylor, J. (1998). Life at six: Life chances and beginning school. Fitzroy: Brotherhood of St. Laurence.

    Google Scholar 

  • Teltsch, T., & Breznitz, Z. (1988). The effect of school entrance age on academic achievement and social-emotional adjustment of children. Journal of Genetic Psychology, 149(4), 471–483.

    Article  Google Scholar 

  • Wesley, P. W., & Buysse, V. (2003). Making meaning of school readiness in schools and communities. Early Childhood Research Quarterly, 18(3), 351–375.

    Article  Google Scholar 

  • Wildenger, L. K., McIntyre, L. L., Fiese, B. H., & Eckert, T. L. (2008). Children’s daily routines during kindergarten transition. Early Childhood Education Journal, 36(1), 69–74.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The University of Melbourne, Melbourne, Australia

    Kay Margetts

Authors
  1. Kay Margetts
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kay Margetts .

Editor information

Editors and Affiliations

  1. School of Education, Charles Sturt University, Albury-Wodonga, New South Wales, Australia

    Bob Perry

  2. School of Education, Charles Sturt University, Albury-Wodonga, New South Wales, Australia

    Sue Dockett

  3. School of Early Childhood, Queensland University of Technology, Kelvin Grove, Queensland, Australia

    Anne Petriwskyj

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Margetts, K. (2014). Transition and Adjustment to School. In: Perry, B., Dockett, S., Petriwskyj, A. (eds) Transitions to School - International Research, Policy and Practice. International perspectives on early childhood education and development, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7350-9_6

Download citation

Publish with us

Policies and ethics

Search

Navigation