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Understanding School Transition: What happens to children and how to help them

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Understanding School Transition: What happens to children and how to help them by Symonds; Jennifer, 9780415676649
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  • ISBN: 9780415676649 | 0415676649
  • Cover: Nonspecific Binding
  • Copyright: 5/13/2015
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In the United Kingdom, 90% of children change from primary to secondary school at age 11/12 years old. School transition marks an important change in children#xE2;#xAC;"s academic, social and personal lives. However, for many children school transition is the beginning of a slippery slope towards educational disengagement. Transition can also prompt the development of social and emotional adjustment problems that can continue throughout secondary schooling. Therefore it is critical that teachers manage transitions effectively to protect children#xE2;#xAC;"s interest in school and wellbeing. Understanding School Transition will help primary and secondary teachers to support their pupils throughout this important rite of passage. Based on the findings of over forty years of educational research, including case studies of children and interviews with educators, this book summarises what commonly occurs regarding children#xE2;#xAC;"s academic, social and personal adaptation when they move from primary to secondary education. It reviews current school initiatives and interventions and introduces methods for designing developmentally appropriate transitions. It outlines professional development pathways in transition management and the role of school transitions education for trainee teachers. The structure of the book allows readers to focus on a chapter of their particular interest or can be read as a whole volume; moving from the individual child to the schools#xE2;#xAC;" support programme and the reader#xE2;#xAC;"s potential role in this. The final chapter aims to be a concise text summarising school transition to be included as part of course material for trainee teachers. Given the stability of the timing of school transition in the UK and the continuity of findings regarding school transition gathered across the UK, continental Europe and the US during the past half century, this book should be persistently timely and of interest to both UK practitioners and an international audience.

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