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Transition Between Swedish Preschool and Preschool Class: A Question About Interweaving Care and Knowledge

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Abstract

This study highlights teachers’ experiences with transition from Swedish preschool to preschool class, i.e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children’s learning within the target areas that the policy documents specify for preschool. Empirical data were collected through a combination of a questionnaire and interviews. The study shows that transition activities occur between institutions. These are in place to allow for a safe transition for children rather than to allow for continuous and long-term learning in the target areas in the curriculum. Care for children and beliefs about the types of school activities have an impact on the activities and standpoints in the transition processes. Professional assessment of children’s learning and the need for greater consensus within various types of schools in terms of the learning of the individual child in different fields are discussed.

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Author information

Authors and Affiliations

  1. School of Education, Health and Social Studies, Dalarna University, 79188, Falun, Sweden

    Tarja Alatalo

  2. Dalarna University, Falun, Sweden

    Joanna Meier

  3. Faculty of Social Sciences, Linnaeus University, Kalmar, Sweden

    Elisabeth Frank

Authors
  1. Tarja Alatalo
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  2. Joanna Meier
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  3. Elisabeth Frank
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Corresponding author

Correspondence to Tarja Alatalo.

Appendix: Overall Interview Guide

Appendix: Overall Interview Guide

  • In general, what is the collaboration between preschool and preschool class like at your workplace?

  • Can you describe the transition activities?

  • Who are involved in the transition process?

  • Which information about the children is prioritized?

  • Is there any information sharing about children’s written language development?

  • Have you together specifically discussed language development and written language?

  • What kind of information do you think is the most important to share?

  • How could the cooperation and the information sharing be improved?

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Alatalo, T., Meier, J. & Frank, E. Transition Between Swedish Preschool and Preschool Class: A Question About Interweaving Care and Knowledge. Early Childhood Educ J 44, 155–167 (2016). https://doi.org/10.1007/s10643-015-0700-y

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  • DOI: https://doi.org/10.1007/s10643-015-0700-y

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