Abstract
This one-year qualitative study explored the school experiences of first graders in Blue Sky School and the factors that shape their adjustment process. Interactions between parents and teachers were also investigated. The results of the study show that the culture and climate of Blue Sky School seem to be more adult-oriented. Children are mostly given passive roles. In that, they are expected to fit into the new learning patterns of their new environment within a short period of time. Learning strategies and expectations set by the school rarely reflect any consideration of the children's current developmental stage. Yet for these children, many definitions and requirements regarding ”learning” seem to be totally different in first grade from what they were in kindergarten. The attention of the adult teachers is mostly focused on academic learning, and thus children's behavioral and social-emotional development are given least attention, due to the constraints on time and energy. The degree of friendship development and parent-teacher interaction varies among children and families. The contacts between parents and teachers are based on needs; the frequency of contacts is often a function of a particular child’s evolving problem. The roles of parents and teachers are quite distinctive. Parental involvement mostly takes the form of assisting children with their homework at home, and showing up as an audience member at school activities. The results suggest that children's school experience in first grade could vary from school to school as a function of contextual differences, since many factors combine to shape the process.