Original Research

Rethinking early school transitions as social transactions

Irma Eloff, Elaney Nieuwenhuys, Melanie Moen
South African Journal of Childhood Education | Vol 4, No 2 | a124 | DOI: https://doi.org/10.4102/sajce.v4i2.124 | © 2014 Irma Eloff, Elaney Nieuwenhuys, Melanie Moen | This work is licensed under CC Attribution 4.0
Submitted: 05 August 2014 | Published: 24 December 2014

About the author(s)

Irma Eloff, University of Pretoria, South Africa
Elaney Nieuwenhuys, Researcher, South Africa
Melanie Moen, University of Pretoria, South Africa

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The purpose of the study was to explore, describe and explain the transitions of individuals within a twinship from Grade R through to Grade 2, and to offer an in-depth description of their transition experiences and perspectives. The overall transitions were investigated and variables such as stress, stressors, emotions, coping and life skills were included. A case study research design was used and the research was conducted from an interpretivist and social constructivist point of view. The primary participants were two monozygotic boys within a twinship, their mother, their Grade R, Grade 1 and Grade 2 teachers. The findings suggest, that the transition was predominantly uncomplicated from Grade R through to Grade 2, and secondly, that the transition to Grade 2, was more stressful than their transition to Grade 1. The findings also indicated that although the life skills that were taught by the researchers helped them to cope with negative stressors, their overall support structures were probably the most important factors in easing their transitions from Grade R through to Grade 2. The life skills learned, mostly helped the two children to deal effectively with bullies, to contract and maintain satisfying friendships, and to control their personal emotions.


Transition; children in a twinship; foundation phase education;


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