Throughout life the individual undergoes changes in its way of thinking, doing and
feeling, usually resulting from transitions experienced in childhood and the changes that
underlie the exchange of roles and changing ecological environment. In this sense, it is
understood that the concept of ecological transition having been made in the scope of a theory
of human development applies to studies like this intends to investigate the perception that
children have their insertion and adaptation to school as an ecological context which differs
from the family environment. This research aimed to study the process of ecological transition
that involves the connection between family and school microsystems from the point of view
of children and their caregivers, by investigating the changes of environment, activities, roles
and relationships that mark the beginning of school life. The specific aims were to investigate
how children experience and perceive the processes of ecological transition characterized by
their inclusion and participation in daily life in two different microsystems, but related -
family and school, to identify factors that facilitate and hinder the process of adjusting to
school and that mark the experience of this form of ecological transition from the point of
view of children and their families and teachers; describe ecological transition processes
experienced by children in the first year of their school life, identifying possible similarities
and differences in their perception on grounds of age. 53 people participated in the survey,
with forty-six children enrolled in the Children's House School St Agnes (ECCSI), four
parents and/or guardian and three teachers. Besides the family environment (here considered
as the place of residence) and school (internal dependencies school, especially the kids
bedrooms , the staff room and classrooms), children (especially in the study of multiple cases)
were observed in their path way to school and on their return home. Parents were interviewed
in the staff room, as well as the male child dorm. Have teachers were interviewed in
classrooms Garden I, and the staff room. Among the main results, it was found that, every
day, during the journeys of going to school and back to the house the children demonstrated
both feelings of bem-estar/alegria (involving the mother and other family members in daily
routines , relationships started in the environment school) as mal-estar/tristeza (complaints of
pain and other symptoms of illness, violence). With regard to the factors that facilitate and
hinder the process of adjusting to school that were organized around the four cores of the
bioecological model was observed to be the most frequent categories: person (living
comfortable and positive emotions, and bodily manifestations physiological) changes, and
process (positive attitude toward school and learning). Comparing the three selected cases, it
was noticed that each of the children lived in a particular way the adaptation process at the
beginning of school life, it is important to note how much resisted changes resulting from
their stay in a new environment and their activities, relationships and roles. This study may be
useful to expand knowledge about this and other ecological transitions experienced in
childhood, especially the adaptation of the child at the beginning of school life.
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