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Preschool class: a one-way bridge to primary school: Examining preschool class teachers’ perspectives on preparatory practices for children’s transition to primary school
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Praktiknära utbildningsforskning (PUF), Förskolepedagogisk-didaktisk forskning.
2018 (Engelska)Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
Abstract [en]

The preschool class was built in 1998 in an effort by the Swedish government to achieve a smooth transition for the children from preschool to compulsory school. This voluntary, one-year class was envisioned as a bridge between preschool and compulsory school, and the activities would be unlike those in preschool or school. Nevertheless, presently the role of the preschool class seems to be unclear to the preschool class teachers. This is all the more concerning given that in 2018 this class will become mandatory children. The aim of this qualitative study was to investigate how teachers understand preschool class and “preschool class pedagogy” as a distinct practice, that is “not preschool” and “not school”, and if and how in that case, mandatory attendance in preschool class will change their view. In this qualitative study, transition theories were applied to characterize teachers’ understanding of the preschool class meaning as a transition year, its preparatory role, and the teachers’ perspectives on this transition class. The sample consisted of four preschool class teachers who were either former or current preschool class teachers. The study data was based on semi-structured interviews, observations and document analysis. This study found that the preschool class teachers understand this class as a one-way bridge to primary school and emphasized the importance of the new policy of the mandatory attendance as a beneficial change for the children. 

Ort, förlag, år, upplaga, sidor
2018. , s. 26
Nyckelord [en]
preschool class, transition theories, policy change, teachers’ perspectives, curriculum, bridge, Sweden
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:hj:diva-40444ISRN: JU-HLK-PEA-2-20180054OAI: oai:DiVA.org:hj-40444DiVA, id: diva2:1219553
Ämne / kurs
HLK, Pedagogik
Handledare
Examinatorer
Tillgänglig från: 2018-06-18 Skapad: 2018-06-16 Senast uppdaterad: 2018-06-18Bibliografiskt granskad

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Förskolepedagogisk-didaktisk forskning
Pedagogik

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