This article is concerned with the meaning of Communities of Children in the transition from preschool to school – analyzed from the children’s perspectives (Aronsson, Hedegaard, Højholt, & Ulvik, 2012).The text is based on an ethnographic study where a group of Danish children where followed through participatory observations from their last year at kindergarten through their first two school years (Stanek, 2011, 2013, 2014). The main argument in the article is that if we are to support children in their transition from one institutional setting to another, we need a closer insight in the social everyday life children moves across. To understand the way in which children participate within the school start, we need to know about children’s participation possibilities within the social everyday life of the school and further more to be informed of the social life and the children’s former participation possibilities within the children’s communities in preschool. This means that we need both cooperation with the children’s parents and professional collaboration and information sharing across preschool and school and professional cooperation within the school.
|Titel||Listening to children’s advice about starting school and school age care|
|Redaktører||Sue Dockett, Jóhanna Einarsdóttir, Robert Perry|
|Status||Udgivet - 2019|
|Navn||Towards an Ethical Praxis in Early Childhood: From Research into Practice|