Early adolescents' self-esteem and perceived competence in the cognitive, social, and physical domains were examined across the transition from elementary school to junior high school. Self-esteem and perceived social and physical competence were either stable or increased for most children. Cognitive competence was unchanged. It was concluded that, in general, early adolescents' perceptions of self-esteem and competence are not adversely affected by the transition.
An early admission procedure is the first step in adjusting formal educational programming to meet the educational, social, and emotional needs of intellectually advanced children. In view of the benefits to the child and potential benefits to society of meeting the intellectually advanced child's needs, it is important that school systems establish early admission policies. This article presents 12 guidelines for processing an early admission applicant.
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