ABSTRACT
Earlier German studies on entry into kindergarten either referred to attachment theory (Laewen, 1989), to Erickson’s developmental theory (Berger, 1997) or to stress theory (Haefele and Wolf-Filsinger, 1986), whilst study of entry into school, the eco-psychological perspective, that is the person-process-context model of Bronfenbrenner (1979) was used. Interactions of a child in different social systems and interactions among these systems is described, school is understood as a microsystem, connecting school with the child’s family, with school working as a mesosystem (Nickel, 1990; Petzold, 1992). Societal norms and values work within a macro-system level. Transition into secondary school was studied by Sirsch (2000) in Vienna within a framework of advanced stress theory including the appraisal of stress (Lazarus and Folkman, 1987). In a new study on the transitions of children into and between institutions, namely kindergarten, elementary school and secondary school, Beelmann (2001) bases his work on Bronfenbrenner’s model as well as on Filipp’s (1995) conceptualisation of critical life events and of normative social transitions (Olbrich, 1995). These life events can stimulate development in a positive way, but under adverse conditions in a way that is disadvantageous to the child. Reactions of children in transitions have been described as developmental disharmonies rather than stress reactions (Kienig, 1998). Fabian (1998) integrates an anthropological approach drawing on van Gennep (1960) in her conceptual framework, describing rites of passage for entering the school system. Within a developmental perspective of adaptation to changes in life circumstances, Welzer (1993) defines transition as a phase of intensified and accelerated developmental demands, that are socially regulated. Children learn special competencies in the ‘dual socialisation’ of family and institution (Dencik, 1997).
