Abstract
This study aimed to explore how the relationship between elementary school as a socio-cultural environment and the self of 5-year-olds evolves as they approach their entry into elementary school and how they develop the future self, or temporally extended self. The results revealed that approaching elementary school entry is not necessarily related to the development of the temporally extended self. Additionally, it was found that some children envision a future self as continuous with the present self, while others develop a distinctly different future self. These findings suggested that for 5-year-olds during the transition, elementary school functions not only as a future educational setting but also as a supportive entity for their self-formation.
