ABSTRACT
Children entering school face a setting that is qualitatively different from their previous experiences in terms of the curriculum, the setting and the people. There is concern that these differences may impact on children’s adjustment to school and disrupt their learning and development processes. When children adjust adequately in the first year of schooling much of the initial stress associated with transition can be overcome, and children are more likely to be successful in their future progress than a child who has difficulty adjusting to the new situation. The impacts and stresses associated with transition to schooling are being recognised by many teachers and administrators, and transition programmes are being implemented to minimise the adjustments required for success in the first year of schooling.
