Transition to Preschool: Paving the Way for Preschool Teacher and Family Relationship-Building

The study investigates the transition to kindergarten in Sweden and how children, families and kindergarten teachers are affected. The purpose is to outline how the introduction to kindergarten is organised and implemented, and how the different organisational factors affect the relationship between family and kindergarten teachers, as well as the child’s adaptation in kindergarten.

The study reveals that the structure of kindergartens’ introductory processes varies significantly in terms of the length and intensity of the process, the degree of parental involvement, the point at which separation between children and parents takes place, as well as the number of children and kindergarten teachers involved. The findings emphasise the importance of flexibility in the introductory phase in order to accommodate the individual needs of both the child and the family. The results also show that active parental involvement can help promote better relationship building between the parents and the kindergarten teacher, which in turn can strengthen the children’s emotional security and adaptation to the kindergarten.

The study combines quantitative and qualitative data, collected through a major national survey for kindergarten teachers in Sweden. Quantitative data were statistically and comparatively analysed to find out how introductory processes in kindergarten were structured. A content analysis of qualitative data on kindergarten teachers’ experiences and perceptions of what characterises a successful adaptation process in kindergarten was also carried out.

Andersson Søe, M., Schad, E., & Psouni, E. (2023). Transition to Preschool: Paving the Way for Preschool Teacher and Family Relationship-Building. Child & Youth Care Forum, 52(6), 1249–1271.