Research topic

Most research about transition describes children’s entering into new contexts, especially transition from preschool to school. However, the overall research focus in this study is to describe how the transition process can be characterized at the end of the preschool period.

Theoretical and Methodology framework

The study aims to approach the children’s perspectives of transition, and the data is constructed through both observations and conversations with children. The theoretical framework providing the basis for this study includes theories of transition, borderland theories and theories of identity constructions. The study adopts the theoretical position that children pass through certain institutional borders in transition from preschool to the preschool class. Transition is a phase in which individuals start to re-define their perception of who they are as they enter new social contexts. One assumption is that children themselves can influence, challenge and stretch those borders, or even create their own borders.

Main findings

The results support the conclusion that transition is a circular process rather than linear, or maybe as a spiral that loops back and forth. It is shown that children enter the transitions process long before they actually enter or visit school, but it is also shown that the transition process isn’t all clear for all children. The study also proposes that transition is a period when the constructing of identities as Ex preschool children is important.

Relevance for Nordic Educational Research

The transition from preschool to school is managed in different ways and at different times in children’s life across the world. This study puts the spotlight on the Swedish preschool class that is placed at the crossroads, in the borderland, between preschool and primary school.