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Transition to school: A Swedish perspective
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (BUSS)ORCID iD: 0000-0002-8931-7463
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0003-2387-2760
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0003-0366-9546
2014 (English)In: Early Childhood Folio, ISSN 0112-0530, Vol. 18, no 2, p. 15-21Article in journal (Refereed) Published
Abstract [en]

This article reports findings from an ethnographic study aiming to deepen the understanding of the transition from preschool into school, with special regard to participation and learning, from the perspective of students and teachers involved. The results show that, although children appear well prepared and comfortable facing school, a system that requires two transitions within one year is problematic given the change in activities, roles, and relationships for children. In terms of literacy activities, preschool and Year 1 are weakly linked and there is no arena for teachers to develop a common ground for pedagogical discussion, a “borderland”.

Place, publisher, year, edition, pages
New Zealand: NZCER Press , 2014. Vol. 18, no 2, p. 15-21
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-27230OAI: oai:DiVA.org:mdh-27230DiVA, id: diva2:775025
Available from: 2014-12-30 Created: 2014-12-30 Last updated: 2015-10-06Bibliographically approved

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Sandberg, GunillaHellblom-Thibblin, TinaGarpelin, Anders

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