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How to organise transitions between units in preschool: Does it matter?
Mälardalen University, School of Education, Culture and Communication. (BUSS och POET Pedagogies of Educational Transitions)ORCID iD: 0000-0003-0366-9546
Mälardalen University, School of Education, Culture and Communication. (BUSS och POET Pedagogies of Educational Transitions)ORCID iD: 0000-0001-8054-5219
ITU, Umeå University, Sweden. (POET Pedagogies of Educational Transitions)
Mälardalen University, School of Education, Culture and Communication. (POET Pedagogies of Educational Transitions)ORCID iD: 0000-0002-8931-7463
2010 (English)In: International journal of transitions in childhood, ISSN 1833-2390, Vol. 4, p. 4-12Article in journal (Refereed) Published
Abstract [en]

The aim of this study is, to deepen our understanding of what transitions within a preschool institution mean from the perspective of those involved. The issue is important to focus on, since an overview of research shows, that there are hardly any studies made on transitions within preschools. In the study presented nine preschool teachers were interviewed, representing two preschools differing in approach regarding how the transitions between different units were organised. One of the preschools had “marked” transitions between four units for groups of children strictly based on age. The transitions were perceived as a matter of course, as something natural. The other preschool with only two groups, one for younger children and one for older children, had “smoother” transitions based on individual considerations. Here, the maturity of the individual child was taken into account. In the interpretation of the results, in order to gain a deeper understanding of the meaning of the transitions for the people involved, using the concept of rites of passage, two approaches were revealed. The first regarded transitions to be a part of the pedagogy, supporting the natural development of the child, as a rite of passage, leaving one social stage in their life and move over to another. The second saw transitions as necessary due to external factors, trying to attain a pedagogical environment, where transitions were as smooth as possible, with no marked rites of passage, not for the individual, not for the collective.

Place, publisher, year, edition, pages
Melbourne, Australia: Faculty of Education, University of Melbourne , 2010. Vol. 4, p. 4-12
Keywords [en]
pedagogy, priming event, rites of passage, teacher perspective, transition in preschool
National Category
Social Sciences Pedagogy
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-13082OAI: oai:DiVA.org:mdh-13082DiVA, id: diva2:445944
Projects
Transitions during the years of early childhood as critical incidents for child development, participation and marginalisation
Funder
Swedish Research Council, 2007-631Available from: 2011-10-05 Created: 2011-10-05 Last updated: 2016-01-22Bibliographically approved

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http://extranet.edfac.unimelb.edu.au/LED/tec/pdf/journal4_garpelin.pdf

Authority records BETA

Garpelin, AndersKallberg, PernillaSandberg, Gunilla

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