Table Of ContentA HANDBOOK FOR ELEMENTARY TEACHERS INVOLVING
THE SOCIAL ADJUSTMENTS OF THE STUDENTS
TRANSFERRING TO THE SECONDARY SCHOOL
A Project
Presented to
the Faculty of the School of Education
The University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Science in Education
by
Myrtle Mary Fife
August 1950
UMI Number: EP46303
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e& >si F t M Pr% ‘
This project report, written under the direction
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has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
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TABLE OF CONTENTS
CHAPTER PAGE
I. INTRODUCTION ................................... 1
The problem........................... 1
Importance of the problem * ............... 2
Definitions of terms....................... 2 •
School adjustment . . . . . . . 2
Social adjustment . . . . ............... 2
Elementary and secondary ................. 3
Overview of handbook...................... . 3
II. CHARACTERISTICS OF AN UNDERSTANDING
ELEMENTARY TEACHER............ . . . . . . . 5
Requirements of teachers of adolescent
students............................... 5
Guidance............ ..................... 6
Method of discipline . . . . ............. 7
Guiding pupils to see value in parents . . 7
Summary........................ 8
III. CHARACTERISTICS OF ADOLESCENTS ............... 10
Personal characteristics ........... 11
Individual differences.................. . 11
Demand for responsibility . . . . . . . . 12
Daydreaming.............................. 13
Small worries ................... 13
Group consciousness..................... 14
iii
CHAPTER PAGE
Varied activity ....................... 14
Restlessness and rebellion............. 14
Adolescents imitators . . . . . . . . . . 15
Desire for friends...................... 15
Boy-Girl relationship ................... 21
Characteristics of adolescents in the home. 24
Summary................. 26
IV. SOCIAL ADJUSTMENTS INVOLVED IN TRANSFERRING
TO A SECONDARY SCHOOL..................... 29
Problem of self-confidence.......... . . . 31
The home may help b y . 32
The elementary school may help by . . . . 34
The secondary school may help by . . . . 35
Problem of departmental work . . . . . . . 36
The home may help by . . . ........... 37
The elementary school may help by . . . . 37
The secondary school may help by . . . . 38
Racial prob l em................... 39
The homes may help b y ................... 40
The elementary school may help by . . . . 41
The secondary school may help by . . . . 42
Summary ... .......... 43
V. THE INTERRELATIONSHIPS OF THE HOME, THE
ELEMENTARY SCHOOL,AND THE SECONDARY SCHOOL* 45
Iv
CHAPTER PAGE
Relationships of the elementary school
and the home ........... 45
The relationships of the elementary
school and thes econdary school ......... 49
Meeting of home, elementary school, and
the secondary school . . . . . . . . . . 50
Summary ................... .. . 51
VI. SUMMARY..................... . 53
BIBLIOGRAPHY . ................................. 57
CHAPTER I
INTRODUCTION
The social adjustment of children transferring from
the elementary school to the secondary school can be aided by
co-operation between the respective schools and the home.
I. THE PROBLEM
The problem involves the social adjustment of elemen
tary students transferring to the secondary school. The ad
justments of elementary school children to the secondary
school have often been a frustrating experience. The students
feel insecure, because of the size and strangeness of the
high school. Poor social adjustment at this level results in
a lack of confidence within the students.
This handbook is to aid the elementary teacher to meet
the needs of her pupils when they enter the secondary level.
It is the purpose of this study: (1) to indicate the'.'charac
teristics of an understanding elementary teacher, (2) to dis
cuss the traits of students during adolescence, (3) to tell
how the home and the educational Institutions can meet the
social adjustment involved in transferring to a secondary -
school, and (4) to show that co-operation is needed between
the elementary and the secondary levels, and the home for
optimum results in this social adjustment.
2
II. IMPORTANCE- OF THE PROBLEM
The social adjustment of the elementary child to the
secondary level involves their future welfare. It is im
portant, therefore, that the adjustment at this age be made
in a satisfactory manner. There is no reason to handicap
anyone socially throughout their lifetime when it can be a-
voided by preparation between the home, the elementary
school, and the secondary level.
Satisfactory articulation between *the Elementary and
secondary levels is eventually made by most students. How
ever, the adjustment should be made as quickly as possible
by all students; so that they will be better American citi
zens. Since life-long habits are formed at this time, it is
essential that they be formed in the best manner possible.
III. DEFINITIONS OF TERMS
School adjustment. School adjustment according to
Good means "the act or process of fitting the school envi
ronment to the needs of the pupil.
Social adjustment. Social adjustment according to
Good means j
The process whereby the individual attempts to main-
^ Carter V. Good, Dictionary of Education (New York:
McGraw-Hill Book Company, Inc., 1945T7 p. 10.
3
tain or further his security, comfort, status, or creative
inclinations in the face of the ever-changing conditions
and pressures of his social environment, or the state or
condition attained through such efforts.^
Elementary and secondary. For the purpose of this
study the elementary school is defined as one with practical
ly no departmental work; while the secondary is one in which
departmental work predominates. Although districts may have
the 6-2-4 plan, or the 6-3-3 plan, or the 8-4 plan, the same
general principles are still involved in all cases.
IV. OVERVIEW OF HANDBOOK
Chapter II lists the attributes which must be possess
ed by the teacher who is to guide the students during this
transition period. Chapter III indicates many characteris
tics of the adolescent during this period of his life. Since
the period of adolescence usually begins to develop, at this
time, it is closely related to the transition from the ele
mentary to the secondary level. Chapter IV gives the social
adjustments necessarily involved in transferring to the sec
ondary school with suggestions as to how the home, the ele
mentary school, and the secondary level can help In this res
pect. Chapter V tells of the interrelationships between the
home, the elementary school, and the secondary level.
2 Ibid. , p. 1-0
Chapter VI is a summary of this investigation in the light of
its contribution to the development of future American citi
zens*
