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 contribution||At designe for overgangen fra dagtilbud til skole|
|Title of host publication||Designing for Learning in a Networked World|
|Editors||Nina Bonderup Dohn|
|Place of Publication||London|
|Publication status||Published - 2018|
|Series||Routledge Research in Education|