Barns övergångar till och från förskoleklass: Gränser, identiteter och (dis-)kontinuiteter

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(1)Barns övergångar till och från förskoleklass Gränser, identiteter och (dis-)kontinuiteter.

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(3) Linnaeus University Dissertations No 180/2014. B ARNS ÖVERGÅNGAR TILL OCH FRÅN FÖRSKOLEKLASS Gränser, identiteter och (dis-)kontinuiteter. H ELENA A CKESJÖ. LINNAEUS UNIVERSITY PRESS.

(4) Barns övergångar till och från förskoleklass. Gränser, identiteter och (dis-)kontinuiteter Akademisk avhandling för filosofie doktorsexamen i pedagogik vid Institutionen för pedagogik, Linnéuniversitetet, Kalmar, Sweden, 2014 Omslagsbild: Alice Ackesjö ISBN: 978-91-87427-95-4 Utgiven av: Linnaeus University Press, 351 95 Växjö Tryck: Elanders Sverige AB, 2014.

(5) Abstract Helena Ackesjö (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) Linnaeus University Dissertations No 180/2014, ISBN 978-91-8742795-4. Written in Swedish with a summary in English. The overall aim of this study is to gain knowledge of how the transitions to and from preschool class are described and understood by children. Previous research has indicated that transitions between different school forms can be seen as both problematic and threatening. Transitions should be facilitated and "smooth", something that indicates that continuity is important. Of interest for this study is to gain knowledge of children's perspective of continuities: which continuities and discontinuities children express in transitions. Transitions are theoretically considered as social processes that are constructed, shared and reconstructed together with others. In these processes, children mark and construct borders through speech and action. Their border markings (for example, expression of differences and/or similarities between different communities and between different school forms) also become part of a child's identity constructions. The thesis is based upon the research described in three articles. The empirical data underlying these studies was constructed in a longitudinal ethnographic inspired field work where children have been observed in two transitions between three different school forms: preschool, preschool class and compulsory school. Results suggest that from children’s perspectives the transitions between different school forms contain challenges, opportunities, limitations, changes and preservation. However, the transitions also involve expressions concerning security, risk-taking and include visual markings between the different school forms. One of the conclusions that can be drawn from this work is that it isn’t enough to turn to policy level, such as curricula or even teachers’ aims or aspirations to facilitate these transitions. The child’s perspectives need to be taken into account. Through children's narratives, we have gained knowledge about the opportunities transitions can offer, but also how transitions can be considered as threats or be difficult to interpret for children. This study has also increased our understanding of the importance of continuity as well as discontinuity to mark borders between different school forms. Keywords: Transitions, preschool, preschool class, borders, identity constructions.

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(47) Avhandlingens övergripande syfte är att vinna kunskap om hur övergångarna till och från förskoleklass beskrivs och förstås ur barns perspektiv.. Artikel 1: Artikelns övergripande syfte är att skapa kunskap om barns övergångsprocesser i slutet av förskoletiden, genom att fokusera deras utträde ut förskolan och initiala inträde i förskoleklassen. Ackesjö, H. (2013). Children Crossing Borders. School visits as initial incorporation rites in transition to preschool class. International Journal of Early Childhood, 45(3), 387-410.. Artikel 2: Avsikten med artikeln är att beskriva och vinna kunskap om barns övergångar i skolsystemet, hur gränser mellan skolformer markeras och utmanas av barnen samt hur dessa gränsmarkeringar blir en del i deras konstruktioner av identiteter.. Ackesjö, H. (2013). Från förväntningar till motstånd och anpassning. Fyra barns övergångar till och från förskoleklass. Nordic Early Childhood Education Research Journal, 6(15), 1-23.. Artikel 3: Syftet med artikeln är att vinna kunskap om hur barn resonerar om övergångarna till och från förskoleklass och hur övergångarna inverkar på deras kamratrelationer och tillhörighet i sociala gemenskaper. Ackesjö, H. & Persson, S. (2014). Barns erfarenheter av sociala gemenskaper i övergångarna till och från förskoleklass. Pedagogisk Forskning i Sverige, 19(1), 5-30.. )LJXU'HW|YHUJULSDQGHV\IWHWRFKGHWUHDUWLNODUQDVSUHFLVHUDGHV\IWHQ. . , GHQ I|UVWD DUWLNHOQ lU V\IWHW DYJUlQVDW WLOO DWW YLQQD NXQVNDS RP EDUQHQV |YHUJnQJVSURFHVV L VOXWHW DY I|UVNROHWLGHQ I|UH GHW IDNWLVND LQWUlGHW L I|UVNROHNODVVHQ)RNXVOLJJHUSnEDUQHQVXWWUlGHXUI|UVNRODQKXUGHVHSDUHUDU VLJ IUnQ GHQ YHUNVDPKHW GH KDU GHOWDJLW L XQGHU GH I|UVWD nUHQ L XWELOGQLQJVV\VWHPHWRFKKXUGHI|UEHUHGHUVLJI|ULQWUlGHWL”det nya”. ,VWXGLHQ DQDO\VHUDV RFK GLVNXWHUDV HPSLUL IUnQ GH |YHUJnQJVI|UEHUHGDQGH DNWLYLWHWHU VRP EDUQHQ GHOWDU L ([HPSHO Sn VnGDQD DNWLYLWHWHU lU EDUQHQV I|UVWD EHV|N L I|UVNROHNODVVRFKP|WHWPHGGHEOLYDQGHOlUDUQDRFKGHQ\DNODVVNDPUDWHUQD. .

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