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- W93285838 abstract "Described for practitioners is an analysis of the transition from primary to secondary school, in regard to the German school system and under referral to German empirical research, with respect to the “Transition Model”. From a perspective of family development, it brings into the equation not only the children but also the parents in coping with the transition, with support from teaching staff(s). Challenges in transition to secondary school are defined on individual, interactional and contextual levels. The Transition Model can contribute to a successful transition for all parties involved. It is integrated in the Bavarian curriculum for children from birth to six years as well as in the curriculum for 0 to 10 year old children in Hesse. Transition to secondary school The transition from primary to secondary school is a milestone in educational life, however about half of children (and their parents) make the transition without appreciable problems. Others will find the move stressful and challenging, exhibiting their responses in many differing ways (Griebel & Niesel, 2004). There are positive as well as negative effects attached to the transition to secondary school with respect to the awareness of one’s individuality, self ability and the mental health of the child (Griebel & Niesel, 2004). As stated often, the emotional relationship between the parent and child, also the support given by the parents, determines how easily the transition will be achieved. The aim of the paper is to discuss an approach which brings into the equation not only the children but also the parents in dealing with the transition, with support from teaching staff and other professionals. This “Transition Model” is exemplified by the transition from primary to secondary school, which is one of the most critical transitions for allocation of educational and professional chances in German school system. Although this transition has hitherto not been explored in respect to a more comprehensive theoretical framework of transitions in family development, there exists a body of empirical evidence and normative writing on this topic (Schumacher, 2004) that asks for a synopsis of identified challenges and ways to cope with them that will help practitioners to understand and develop purposeful support for the child and his/her parents." @default.
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- W93285838 date "2006-01-01" @default.
- W93285838 modified "2023-09-23" @default.
- W93285838 title "TRANSITION FROM PRIMARY SCHOOL TO SECONDARY SCHOOL IN GERMANY" @default.
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