This bulletin examines the impact upon children of the increase in the general population's mobility. Particularly since World War II, as our industrial society has become more highly organized and as transportation facilities have increased, there has been a tremendous increase in the number of families moving from one place to another. How these moves from known neighborhoods, schools, and communities are made and to what extent the children are taken into consideration in planning often make a great difference in the psychosocial development of the child. Long- and short-range planning for such a move is discussed in light of the child's own self-understanding and, more specifically, what parents, teachers, and children can do to make the change of school and community less difficult. Other sections of the bulletin include helping migrant children learn while they continue to move, integrating the new child into the classroom, and a reading list that includes books related to a wide range of experiences met by children in new school situations. (Author/SES)