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The role of artefacts during transition into the peer group: 1-to 3-year-old children’s perspective on transition between the home and the preschool in sweden
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (Pedagogiskt arbete)ORCID iD: 0000-0002-9020-3332
2015 (English)In: International Journal of Transitions in Childhood, ISSN 1833-2390, Vol. 8, 14-24 p.Article in journal (Refereed) Published
Abstract [en]

This study aims to examine how young children construct and master, with the help of artefacts, their very first institutional relations with peers, and how they handle the preschool practice during the transition period between the home and the preschool. The discourse analysis is based on ethnographic data from the introduction period of two children in the Swedish preschool. The results highlight that these young children are competent agents in their own transition. They use artefacts as tools for their own purposes; for negotiating places, creating relationships, and learning norms in their interactions with peers. The findings add to the understanding and significance of children’s perspective regarding their own transition and the role of the artefacts in it, which has conceptual and practical implications for researchers as well as practitioners worldwide. 

Place, publisher, year, edition, pages
The University of Melbourne, Victoria, Australia , 2015. Vol. 8, 14-24 p.
Keyword [en]
children, transition, artefact, peer group, preschool, home-preschool
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-123957OAI: oai:DiVA.org:liu-123957DiVA: diva2:894490
Funder
Linköpings universitet
Available from: 2016-01-15 Created: 2016-01-15 Last updated: 2016-01-21Bibliographically approved

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Simonsson, Maria
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Learning, Aesthetics, Natural scienceFaculty of Educational Sciences
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