2014 (English)Conference paper, Abstract (Other academic)
The aim is to understand the transition from preschool class to first grade with focus on children who can be said to deviate from the normal transition and how their transitions were constructed.
The point of departure is to study how socializing activities contributes to this, and to show how children act and shape their own and each other’s everyday life.
The analysis is based on theories about timetables (Roth 1963, Adam 1995). The school and the transition are understood as scheduled activities and individuals' transitions are analyzed in relation to norms of when activities “should” be carried out. Against this “proper time” (Zerubavel 1981, Holstein and Gubrium 2000) normality and deviance is created.
The method used is ethnography. The material consists of participant observation and interviews from a case study of a group of children doing the transition. With this come ethical considerations due to the closeness of the method and research with children.
The transition from preschool class to first grade can be described as a transition made together, where children do transition in the same way, at the same time. In the group there were several children that did not follow this normal transition; they deviated from this in several different ways. Such divergent/different experiences also contribute to how the common transition is understood.
The understanding of children who deviate from the expected and normal is important to be able to approach all children in school based on their experiences.
Place, publisher, year, edition, pages
Transition, Starting school, Preschool class, Timetable, Schedule
Övergångar, skolstart, förskoleklassschema, tidtabell
IdentifiersURN: urn:nbn:se:liu:diva-109085OAI: oai:DiVA.org:liu-109085DiVA: diva2:747360
EECERA (European Early Childhood Education Research Association) 24th Conference, 8-10 September 2014, University of Crete, Crete, Greece