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  • 1.
    Alatalo, Tarja
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Meier, Joanna
    Frank, Elisabeth
    Linneaus University.
    Information sharing on children’s literacy learning in the transition from Swedish preschool to school2017In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, no 2, p. 240-254Article in journal (Refereed)
    Abstract [en]

    Collaboration and continuity between school types are important factors that favour long-term learning and that need to be given attention in the transition between early childhood school institutions. This study highlights teachers’ experiences of information-sharing during the transition from Swedish preschool to preschool class (i.e., from the daycare to school) with regards to children’s literacy learning. To find out and evaluate the individual child’s development, both the child’s actual and proximal development zone need to be taken into account in the transition. It appears that some preschool teachers wish to share information on children’s literacy learning but that it is mainly about the children’s interest in literacy activities. Also the preschool class teachers’ wishes to know more about the children’s literacy learning are too much on a general level as to be able to provide a  good enough basis for planning literacy activities that fit every individual child. A large part of the outcomes derive from the preschool tradition that has viewed care as being core to its work, and considered learning and achievement as domains associated with compulsory school. This article discusses whether the training of teachers in early childhood education needs stronger focus on literacy learning.

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