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Barns övergångar till och från förskoleklass: Gränser, identiteter och (dis-)kontinuiteter
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.ORCID iD: 0000-0002-9523-6379
2014 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this study is to gain knowledge of how the transitions to and from preschool class are described and understood by children. Previous research has indicated that transitions between different school forms can be seen as both problematic and threatening. Transitions should be facilitated and "smooth", something that indicates that continuity is important. Of interest for this study is to gain knowledge of children's perspective of continuities: which continuities and discontinuities children express intransitions.

Transitions are theoretically considered as social processes that are constructed, shared and reconstructed together with others. In these processes, children mark and construct borders through speech and action. Their border markings (for example, expression of differences and/or similarities between different communities and between different school forms) also become part of a child's identity constructions.

The thesis is based upon the research described in three articles. The empirical data underlying these studies was constructed in a longitudinal ethnographic inspired field work where children have been observed in two transitions between three different school forms: preschool, preschool class and compulsory school.

Results suggest that from children’s perspectives the transitions between different school forms contain challenges, opportunities, limitations, changes and preservation. However, the transitions also involve expressions concerning security, risk-taking and include visual markings between the different school forms.

One of the conclusions that can be drawn from this work is that it isn’t enough to turn to policy level, such as curricula or even teachers’ aims or aspirations to facilitate these transitions. The child’s perspectives need to be taken into account. Through children's narratives, we have gained knowledge about the opportunities transitions can offer, but also how transitions can be considered as threats or be difficult to interpret for children. This study has also increased our understanding of the importance of continuity as well as discontinuity to mark borders between different school forms.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2014. , 148 p.
Series
Linnaeus University Dissertations, 180/2014
Keyword [sv]
Övergångar, förskola, förskoleklass, gränser, identitetskonstruktion, kontinuitet
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
URN: urn:nbn:se:lnu:diva-36407ISBN: 978-91-87427-95-4 (print)OAI: oai:DiVA.org:lnu-36407DiVA: diva2:738484
Public defence
2014-09-12, V159, Hus Storken, Kalmar, 09:07 (Swedish)
Opponent
Supervisors
Available from: 2014-08-21 Created: 2014-08-18 Last updated: 2017-02-16Bibliographically approved
List of papers
1. Children Crossing Borders: School Visits as Initial Incorporation Rites in Transition to Preschool Class
Open this publication in new window or tab >>Children Crossing Borders: School Visits as Initial Incorporation Rites in Transition to Preschool Class
2013 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 45, 387-410 p.Article in journal (Refereed) Published
Abstract [en]

Most research about transition in educational settings describes how children enter into new contexts, especially transition from preschool to school. However, the overall research focus in this article is to gain knowledge about how the transition process can be characterized at the end of the preschool period prior to the actual transition. The data reported in this article was generated through visits to preschool class which have the intention to prepare children prior to the transition. The results support the conclusion that the transition process can be characterized as circular rather than linear, or maybe a spiral process that loops back and forth. The children in this study engage in a number of border encounters and border crossings between preschool and preschool class during the spring semester prior to the actual entering. After each border crossing they return to preschool and seem to reconstruct their experiences and expectations of preschool class. This looping movement highlights the identity deconstructions as a social learning process over time. It is shown that children enter the transitions process long before they actually (physically) enter or visit school. The results also propose that the transition is a period when the constructing of identities as ex preschool children may be important. In this process, the teachers in preschool have an important role in order to facilitate the children’s disengagement from preschool. The study also implies the need for teacher collaboration in order to make the transition transparent and explicit for the children.

Place, publisher, year, edition, pages
Springer, 2013
Keyword
Transition activities, priming events, preschool class, identities, preschool, borders
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-24840 (URN)10.1007/s13158-013-0080-7 (DOI)2-s2.0-84886745163 (Scopus ID)
Available from: 2013-03-20 Created: 2013-03-20 Last updated: 2017-12-06Bibliographically approved
2. Från förväntningar till motstånd och anpassning: Fyra barns övergångar till och från förskoleklass
Open this publication in new window or tab >>Från förväntningar till motstånd och anpassning: Fyra barns övergångar till och från förskoleklass
2013 (Swedish)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 15, 1-23 p.Article in journal (Refereed) Published
Abstract [en]

This article focuses the Swedish preschool class and the transitions from preschool to compulsory school, out from children’s perspectives. The study indicates that children, in these transitions, are constructing identities such as future pupils, Ex preschoolers, playful preschool class children and adjusted and responsible pupils. It’s indicated that children’s ways of defining themselves, and their markings of borders between the institutions, are changing over time and are depending on the current context. The study also highlights how Swedish children conduct two school entries where they have to reconstruct both their identities and their understanding of institutional borders.

Keyword
Transition, preschool class, preschool, identities, borders
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-28976 (URN)
Available from: 2013-09-20 Created: 2013-09-20 Last updated: 2017-12-06Bibliographically approved
3. Barns erfarenheter av sociala gemenskaper i övergångarna till och från förskoleklass
Open this publication in new window or tab >>Barns erfarenheter av sociala gemenskaper i övergångarna till och från förskoleklass
2014 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 1, 5-30 p.Article in journal (Refereed) Published
Abstract [sv]

Tidigare forskning har visat att splittringar i barns relationer är en negativ faktor för barn i övergången från förskola till skola. Syftet med denna studie är att vinna kunskap om hur barn resonerar om övergångarna till och från förskoleklassen, och hur övergångarna inverkar på barnens kamratrelationer och tillhörighet i sociala gemenskaper. Studien är en etnografisk longitudinell studie, där samtal med barnen under 1,5 år i tre olika skolformer utgör det empiriska fundamentet. Resultaten visar att övergångar mellan skolformer innebär en relationell påfrestning för barn, där deras upplevelse av tillhörighet i sociala gemenskaper sätts på prov. I studien presenteras två aspekter av diskontinuitet mellan skolformer; den sociala och den fysiskt rumsliga. I linje med studiens resultat finns fog att vidare reflektera över hur barns tillhörighet i sociala gemenskaper villkoras av ständiga förändringar i gruppsammansättningar i samband med övergångarna, och hur det kan vara möjligt att förebygga ofrivilliga avbrott i barns relationer. I studien framstår förskoleklassen som en plats med begränsade möjligheter för sociala gemenskaper – ett år av övergångar till och övergångar från. Det kan därför vara relevant att vidare reflektera över förskoleklassens uppdrag att främja barns sociala gemenskaper.

Keyword
Övergångar, kontinuitet, förskoleklass
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-36406 (URN)
Available from: 2014-08-18 Created: 2014-08-18 Last updated: 2017-12-05Bibliographically approved

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