Transition to school — Complexity and diversity

SUMMARY Early childhood professionals planning transition programmes for children commencing the first year of school need to be aware of factors that influence children's early adjustment to school. Transition programmes should create an appropriate degree of continuity between preschool and school experiences and develop strategies to help children adjust to school. In addressing these issues, this paper will present findings of a recent study of factors influencing the adjustment of children to the first year of school. Results indicate statistically significant associations between children's adjustment to the first year of school, personal and background factors, transition activities conducted by schools, children's preschool and early school experiences, the absence or presence of a friend, and a number of other factors. Implications for promoting children's adjustment to school will be addressed.