ABSTRACT
The implicit or explicit lack of interest in school and all that school represents is a strong influence on children, however easy seems their first transitions into the nursery or reception class. Parents who are out of emotional sympathy with the way in which schools operate, feeling the weight of academic superciliousness and the barbs of impatience, might nevertheless wish to 'push' their children. The smooth transition from home to school depends on the uses of language, on the intellectual stimulation of the interchange of ideas. The evidence about the connection between the language of home and school is extensive. The 'rite of passage' from home to school is always one fraught with difficulty. There are moments of great security in school of being included in an activity, a sense of safety and routine. Children all mention bullying in one form or another as part of the routine experience of school.
