Initial entry into school is the first of several major transitions individuals must make as they progress through the social life cycle of American society. It also marks the first time they encounter to any appreciable extent an organizational context. As such, an analysis of children's transition into school is a unique opportunity to examine both the processes of individual's adjustment and adaptation to new social context and their first extensive encounter with an organization. This report discusses the research literature related to this topic and develops a theoretical framework for examining the processes of adjustment and adaptation as they are influenced by the role requirements placed upon children by the school setting, the structural properties of the school, the characteristics (personalities) of the children themselves, and the web of social relationships the children are involved in both in and out of school. A research design and schedule based on the framework is described; and six research instruments developed for carrying out the study are reproduced in the appendices to the report. (Author/KBW)