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The adaptation process of transferred children (New-TC) in grades three to six in new schools was investigated four times in the three-month period following their transference by means of questionnaires which covered physical, interpersonal and socio-cultural environments of the school. Subjects were 40 New-TC, 65 children transferred the previous year (Ex-TC) and 120 children who had been in the schools before Ex-TC (Host-C). The main findings were as follows: (1) New-TC had lower score than Ex-TC and Host-TC in interpersonal transaction with classmates and teachers during their first two periods, (2) New-TC with lower social difficulty, such as feeling of anxiety or difficulty in social situations, showed a tendency for higher score in interpersonal transaction with classmates and teachers, (3) New-TC had lower score than Ex-TC and Host-C in cognition of school facilities and equipments (physical environment) during their first three periods, (4) No difference was found in three groups concerning reception of class (interpersonal environment) and interest of learning (socio-cultural environment). These results were discussed from a microgenetic developmental view-point.

ADAPTATION PROCESS OF TRANSFERRED CHILDREN IN NEW SCHOOLS