Transitions within and across educational settings are one of a few universals of every child’s life (Ramey & Ramey, 1999). The transition period spans the time prior to entry, through settling-in, until the child is established in the new setting. According to Fabian and Dunlop (2002) it is a time of accelerated developmental demands. Some children adapt easily to a new educational environment, however, for others moving from an environment in which they are familiar and secure to a new classroom environment can be a daunting task (Brostrom, 2003). Margetts (2003) suggests this may be due to the change in location, teacher, curriculum, and philosophy that occurs with each transition
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