Designing for transition from day-care to school

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Abstract

In this chapter, children’s transition from day-care kindergarten to primary school will be explored as a matter of networked contexts that are also diverse. Diverse in the sense that the transition takes place across qualitatively different institutional settings. And networked in the sense that, for the five- to seven-year-old children involved, the transition consists of a range of connected situations and events within familiar as well as new institutional contexts. This corresponds to the sixth sense of ‘networked’ defined in Chapter 1, i.e. ‘networked’ as matter of connections of situations and events to other situations and events.
Translated title of the contributionAt designe for overgangen fra dagtilbud til skole
Original languageEnglish
Title of host publicationDesigning for Learning in a Networked World
EditorsNina Bonderup Dohn
Place of PublicationLondon
PublisherRoutledge
Publication date2018
Pages197-213
Chapter11
ISBN (Print)978-0-8153-7843-3
ISBN (Electronic)978-1-351-23235-7
DOIs
Publication statusPublished - 2018
SeriesRoutledge Research in Education

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