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Från förväntningar till motstånd och anpassning: Fyra barns övergångar till och från förskoleklass
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).ORCID-id: 0000-0002-9523-6379
2013 (Svenska)Ingår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, nr 15, s. 1-23Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
2013. Vol. 6, nr 15, s. 1-23
Nyckelord [en]
Transition, preschool class, preschool, identities, borders
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-28976OAI: oai:DiVA.org:lnu-28976DiVA, id: diva2:650141
Tillgänglig från: 2013-09-20 Skapad: 2013-09-20 Senast uppdaterad: 2017-12-06Bibliografiskt granskad
Ingår i avhandling
1. Barns övergångar till och från förskoleklass: Gränser, identiteter och (dis-)kontinuiteter
Öppna denna publikation i ny flik eller fönster >>Barns övergångar till och från förskoleklass: Gränser, identiteter och (dis-)kontinuiteter
2014 (Svenska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Växjö: Linnaeus University Press, 2014. s. 148
Serie
Linnaeus University Dissertations ; 180/2014
Nyckelord
Övergångar, förskola, förskoleklass, gränser, identitetskonstruktion, kontinuitet
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-36407 (URN)978-91-87427-95-4 (ISBN)
Disputation
2014-09-12, V159, Hus Storken, Kalmar, 09:07 (Svenska)
Opponent
Handledare
Tillgänglig från: 2014-08-21 Skapad: 2014-08-18 Senast uppdaterad: 2019-05-08Bibliografiskt granskad

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