14 SES 08 B, Preschool Children: Experiences of Transition & Reading Practices
The issues highlighted here are based on a qualitative study (Hellblom-Thibblin, Sandberg & Garpelin, 2015) about how teachers in preschool, preschool class and the first grade in primary school perceive children’s different capabilities and experiences regarding obstacles in social interaction and learning activities. The theoretical framework, used in the referred study was influenced by an ecological approach (Hellblom-Thibblin, 2004) to understand children's transition between preschool, preschool class and school seen from pre-school and teachers' perspective. Such a starting point is applied for the understanding of conditions and terms for children in different educational transitions. From an ecological starting point, both individual characteristics as well as environmental factors are important for children's development and learning opportunities (Bronfenbrenner & Morris, 2006), Discussions on how to organize transitions between different school forms are highlighted in several studies, looking particularly at teachers’ understandings of transitions (Ackesjö 2014; Garpelin et al. 2010; Lago 2014).
The transition from preschool to school represents both opportunities and challenges for children (Fabian & Dunlop, 2006). It is therefore relevant to try to understand how preschool, preschool-class, and primary school teachers provides opportunities for children's learning and development. Conditions and requirements associated with the various transitions are therefore important to highlight.
The aim of the study is to deepen the knowledge of children's and pupils transition between preschool, preschool class and school seen from a pre-school and teachers' perspective. The issues intend to explore:
• What content is central associated with transitions in the conversation with preschool teachers and teachers?
• How do preschool teachers and teachers plan for children and pupils’ transitions?
• How do preschool teachers and teachers describe how they implement for children and pupils’ transitions?
Peters (2014) emphasizes the importance of recognizing the complexity that involves transitions from early childhood to later school years .The ecological basis, helps to visualize interactions between different conditions in the context that is important for the child´s learning and social development. Such approach may be useful for the understanding of what teachers perceive as terms and conditions for children's learning and development associated with the various transitions.
Ackesjö, H. (2014). Barns övergångar till och från förskoleklass. Gränser, identiteter och (dis-) kontinuiteter. [Children’s transitions to and from preschool class. Borders, identities and (dis-) continuities]. (Doctoral thesis), Kalmar: Linnaeus University. Bronfenbrenner. U. & Morris. P. (2006). The bioecological model of human development. In W. Damon, & R.N. Lerner (Eds.), Handbook of child psychology Vol 1. Theoretical models of human development. (6Th ed. pp 793-828). New York: Wiley. Esaiasson, P., Gilljam, M., Oscarsson, H., & Wägnerud, L. (2012). Metodpraktikan. Konsten att studera samhälle individ och marknad. [The method of a practice. The art of studying society, the individual and the market.] Stockholm: Norstedt förlag. AB. Fabian H. & Dunlop A-W. (2006). Outcomes of Good Practice in Transition Processes for Children Entering Primary School. Paper commissioned for the EFA Global Monitoring Report 2007, Strong foundations: early childhood care and education. Fejes, A & Thornberg, R. (2015). Handbok i kvalitativ analys. Stockholm: Liber. Garpelin, A., Kallberg, P., Ekström, K., & Sandberg, G. (2010). How to organize transitions between units in preschool. International Journal of Transitions in Childhood. 4 (1), 4 -11. Hellblom-Thibblin, C. (2004). Kategorisering av barns "problem" i skolans värld: en undersökning av skolhälsovårdsrapporter läsåren 1944/45-1988/89. [[Categorization of children's problems in school. A study of health care reports] (Doctoral thesis). Uppsala university, Acta Universitatis Upsaliensis. Uppsala Studies in Education, 106. Hellblom-Thibblin, T., Sandberg, G., & Garpelin (2015,).Teachers’ perceptions of children’s diversity in different educational settings - some issues to discuss from a research study. New York: Springer. Kvale, S., Brinkmann, S., & Torhell, S.-E. (2009). Den kvalitativa forskningsintervjun. [The Qualitative research interview.] Lund: Studentlitteratur. Lago, L. (2014). ”Mellanklass kan man kalla det” . Om tid och meningsskapande vid övergången från förskoleklass till årskurs ett. [”You could say in-between class”: Time and meaning making in the transition from preschool class to first grade]. Doctoral Thesis. Linköping: Linköpings Universitet. Peters, S. (2014). Chasms, Bridges and Borderlands: A Transitions Research ‘Across the Border’ from Early Childhood education to School in New Zealand. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transition to School. International Research, Policy and Practice (105-116). Dordrecht : Springer.
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