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Transition between Swedish preschool and preschool class: a question about interweaving care and knowledge
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.ORCID-id: 0000-0002-2130-4797
Linnéuniversitetet.
2016 (engelsk)Inngår i: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 44, nr 2, s. 155-167Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study highlights teachers’ experiences with transition from Swedish preschool to preschool class, i. e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children’s learning within the target areas that the policy documents specify for preschool. Empirical data were collected through a combination of a questionnaire and interviews. The study shows that transition activities occur between institutions. These are in place to allow for a safe transition for children rather than to allow for continuous and long-term learning in the target areas in the curriculum. Care for children and beliefs about the types of school activities have an impact on the activities and standpoints in the transition processes. Professional assessment of children’s learning and the need for greater consensus within various types of schools in terms of the learning of the individual child in different fields are discussed.

sted, utgiver, år, opplag, sider
Springer Netherlands, 2016. Vol. 44, nr 2, s. 155-167
Emneord [en]
Continuous learning, Preschool, Preschool class, Rationality of care, Transition
HSV kategori
Forskningsprogram
Utbildning och lärande, Hur tillvaratas barns språkliga kompetenser i övergången från förskola till förskoleklass?; Utbildning och lärande, Undervisning och lärande i förskoleklass
Identifikatorer
URN: urn:nbn:se:du-16958DOI: 10.1007/s10643-015-0700-yOAI: oai:DiVA.org:du-16958DiVA, id: diva2:789453
Tilgjengelig fra: 2015-02-19 Laget: 2015-02-19 Sist oppdatert: 2019-02-18bibliografisk kontrollert

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