Communities of children in the transition from kindergarten to school

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Abstract

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. The results from the research implies that if the children’s perspectives could rule practice, the professional cooperation within the transition from preschool to school would focus on helping children - in concrete ways in lessons and during brakes - to develop the Communities of Children and the children’s participation possibilities within these.
Original languageEnglish
Title of host publicationListening to children’s advice about starting school and school age care
EditorsSue Dockett, Jóhanna Einarsdóttir, Robert Perry
Place of PublicationLondon
PublisherRoutledge
Publication date2019
Edition1.
Chapter2
ISBN (Print)9780815352440
DOIs
Publication statusPublished - 2019
SeriesTowards an Ethical Praxis in Early Childhood: From Research into Practice

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