This study highlights teachers’ experiences
with transition from Swedish preschool to preschool class,
i.e. from the daycare centre to the formal school. One as￾sumption 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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Perpustakaan FITK Pusat

Tersedia

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

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