Transition to school is a critical period in child development and has raised great concern among contemporary studies. However, most studies focus on vertical transition and only a few investigate vertical and horizontal transitions as a whole. To bridge the gap, this paper explores how an immigrant Chinese child makes the horizontal transition…

It is often claimed that the one-teacher, one-room, non-formal school model is more effective than the formal school in enrolling hard-to-reach children. This model is, however, not immune to the two-fold challenges of primary completion and transition. This article draws on data from three rounds of surveys with children from "Tsangaya"…

This study focuses on the negotiation of environmental identity by 10 New Zealand students as they progressed from late primary school to junior secondary school. Interviews with these students and their parents focused on six theoretical perspective prominent in environmental education: significant life experiences, transformative learning,…

Peer relationships represent a major source of concern to children transitioning to secondary school. They also offer a potentially important source of support to adjustment and academic progress. However, strategies to support peer relationships at secondary transition have received little attention in previous research. This semi-structured…

During the transition from primary to secondary school, students typically experience a new social environment, moving from primary school with small intact classes throughout the day with one main teacher, to a larger secondary school with teachers, classrooms and often classmates changing throughout the day. During this time, students report a…

Understanding the developmental stages of children is crucial for coaches. Equally important is the way adults communicate with children. In his seminal work describing the influence of society and social interactions on the psychosocial development of children, Erikson (1950, 1963) described the developmental crises faced by children at each…

Presents an overview of factors in the development of children's art and a theoretical rationale for elementary art education. (SJL)

Seventy-five children, 6 to 13 years of age, were assigned to one of five groups on the basis of Piagetian tests of spatial-geometrical knowledge. Subjects imagined and executed three transformations of geometric figures: square-enlargement, diamond enlargement and transformation of a small diamond into a large square. (CM)

A schema is best understood as a statistically defined concept. Schematic concept formation consists of abstracting the common elements or properties of a defined class in a schema. Thereafter, both discrimination and retention are facilitated, since only deviations from the schema need be processed for any particular class exemplar. In the…

Argues that there is a developmental relationship between children's performances in reading and writing tasks and describes two diagnostic tasks that teachers can use to assess young children's developing concepts of words in reading and in writing, without interfering with the natural processes of learning to read and write. (HTH)

Assigned 103 elementary students of separated/divorced parents to support group, support and skill building group; support, skill building, transfer, and parent training procedures; or no-treatment control. Children (n=26) from intact homes served as controls. Two skill-building conditions yielded durable improvements in adjustive behaviors in…

Reviews literature dealing with ascertaining counselor's most effective role in helping to meet developmental needs of normal children. Those interested in elementary school guidance seem to want to concentrate upon meeting developmental needs of all children rather than remediation. (Author/EK)

Teachers who communicate a clear intent to improve students' motor performance present tasks holistically, concretely, and briefly. Movement skills in a physical education lesson are developed primarily by presenting and working with tasks while students are actually moving. (JN)

A number of movement skills for young children, based on Ambrose Brazelton's recording, "Only Just Begun," are presented. (LH)

Notes that ample evidence exists that standardized tests may not adequately reflect student achievement and may be harmful to the educational process and student development, especially for young children. Presents developmentally appropriate alternatives that are available for use in the classroom and on district and state levels. (Author)