Different transitions: Timetable failures in the transition to school

This study examines the transition from Swedish preschool class to first grade. Focus is on atypical transitions, i.e. transitions that do not follow the typical route from preschool class to first grade.

The study shows that the children attempt to understand why there are atypical transitions from preschool class to first grade. The children focus more on transitions that are atypical than on typical transitions. According to the author, this may reflect the children's attempts to understand how things "ought to" be. The children do not necessarily consider it negative that some children go through atypical transitions from preschool class to first grade. For instance, the older children in first grade are not perceived negatively, on the contrary, they have a higher status among the other children. The oldest children have often repeated a year, but this atypical transition is considered positive by the children.

Most children continue from preschool class to first grade as usual. Their transition is considered typical and in line with the school's timetable. However, for different reasons, some children did not follow the typical transition. This may be because they move to a new school district, they repeat a year, or they are going to an international first grade.

A total of 25 children and their teachers took part in the study. At the beginning of the study, all the children were in preschool class, and at the end of the study, most of the children were in first grade. Among other things, the researcher conducted participant observations and took field notes, and the researcher conducted interviews with children and teachers.

Lago, L. (2016). Different transitions: Timetable failures in the transition to school. Children & Society, 1-10. DOI: 10.1111/chso.12176.