Lärares roll och utmaningar i arbetet med barns tidiga skolövergångar

The study investigates how teachers manage children’s transitions from kindergarten to preschool class and on to Year 1 of primary school. The study aims to understand teachers’ didactic work in this process, as well as to identify obstacles and opportunities that may affect this work. In particular, the research highlights the factors that are important for teachers when supporting children, including those who need special adaptations or additional support during the transition. The research questions are:

1. What type of obstacles and opportunities arise in teachers’ didactic work with children’s transitions between kindergarten, preschool class and Year 1 of primary school?
2. Which factors are important in relation to teachers’ ability to support children’s transitions?
3. How does teachers’ work on transitions affect children with different needs and prerequisites?

The results show that teachers’ didactic work in connection with children’s transitions is complex and requires collaboration between different parties, including colleagues and parents. Information sharing, relationship building and organisational factors play a crucial role in how well children manage the transition. Teachers experience both challenges and opportunities, especially related to children with special needs. Economic and structural factors, as well as lack of time for relationship building, are barriers that can limit teachers’ ability to support children effectively.

Data were collected through a combination of focus group conversations and individual interviews with teachers and school leaders. The focus group conversations involved teachers discussing their experience of child transitions between kindergarten, preschool class and Year 1 of primary school. In addition, interviews were conducted with teachers and school leaders to deepen the understanding of how transitions were managed across institutional boundaries.

Welén, T. (2022). Lärares roll och utmaningar i arbetet med barns tidiga skolövergångar. Akademisk avhandling.  Malardalen University