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Samverkan för barnens bästa: Ett organisatoriskt och sociokulturellt perspektiv på övergången mellan förskola och förskolaklass
Södertörn University College, Lärarutbildningen.
2010 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Co-operation for the sake of the children : With organization and the social process in perspective of the transition to pre-school class (English)
Abstract [en]

Each municipality in Sweden have to offer all children a place in a pre-school class starting the autumn term of the year the child turns six until it starts compulsory school. Despite the fact that it is a non-compulsory education, 95 % of all six-year-olds attend pre-school class.

The purpose of this study has been to explore how pre-school and compulsory schools organize the pre-school children’s transition to pre-school. It also aims at examining how teachers’ co-operate in order to fulfill the commission of the national curriculum and how they make a smooth transition to the new school for the children.

Research questions: In what way do teachers in pre-school and compulsory school co-operate in in order to make the children’s transition easy? What part of the process and which operators are most important for the children in the transition? To what extent does the school organization fulfill the commission of the national curriculum regarding co-operation between pre-school and compulsory school?

To answer these questions I have used a qualitative method where I have made seven interviews as well as a text analysis of annual reports from the studied schools. Organization theory, as well as social process theory has been used to analyze the data. The result shows that each part of the organization mostly provide for the other’s interests, instead of interacting towards the purpose of the national curriculum commission meaning to accomplish co-operation between pre-school and compulsory school. Especially pre-school teachers supports the children through the transition as well as the after school center that works as an important bridge in the process. In spite of good intentions, and pre-school teachers’ initiatives to develop better equivalent routines, the organization still has a lot left to do before every part is involved and the mission is accomplished. A good organization, and good leadership, is in the end very important for the sake of the children.

Place, publisher, year, edition, pages
2010. , p. 49
Keyword [en]
organization, co-operation, transition, pre-school, pre-school class
Keyword [sv]
organisation, samverkan, övergång, förskola, förskoleklass
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:sh:diva-5301OAI: oai:DiVA.org:sh-5301DiVA, id: diva2:383233
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2011-01-10 Created: 2011-01-04 Last updated: 2011-01-10Bibliographically approved

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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
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Language
  • de-DE
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  • en-US
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  • nn-NB
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  • Other locale
More languages
Output format
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