Två lärarkategoriers arbete med sociala relationer i övergången från förskoleklass till årskurs 1

The study investigates pre-school teachers’ and primary and lower secondary school teachers’ approach to didactic work involving social relationships in the transition between pre-school class (kindergarten) and primary and lower secondary school. The didactic work is seen as a relational task that takes place over time and which involves coordinating the actions and perceptions of adults and children in an educational environment. Three research questions were asked in the study:

1. What type of social and cultural contexts emerge as being key in work involving social relationships in the transition for pre-school teachers and primary and lower secondary school teachers who have Year 1 classes?
2. What is expressed in teachers’ actions and communication regarding social relationships in the transition between pre-school class and primary and lower secondary school Year 1 class?
3. How is common knowledge expressed between pre-school teachers and primary and lower secondary school teachers concerning work with social relationships in the transition?

The results show that didactic work involving social relationships that is conducted at the end of a form of education (kindergarten) and at the beginning of another (primary school) is identified and highlighted as meaningful from an educational perspective. The social relationship work involves ensuring that children and adults gain positive experiences of the new cultural and social teaching environment. The result shows that the social relationship work conducted by teachers is of a different character from pre-school class to primary and lower secondary school.

The data material has been produced through participation in teachers’ pedagogical work at three different educational institutions, all of which had both pre-school classes and Year 1 classes (primary and lower secondary school). Based on an interpretive methodology and concepts inspired by the theory of professional representations, teachers’ actions are interpreted as expressions of meaning in their didactic work, which also affects their work with social relationships. Several educational institutions in different municipalities were included in the sample. The data collection methods were participatory observations, semi-structured interviews with children and teachers, informal conversations and photographs of the learning environment.

Kallberg, P. (2018). "Två lärarkategoriers arbete med sociala relationer i övergången från förskoleklass till årskurs 1". Akademisk avhandling. Mälardalens högskola.