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Sökning: id:"swepub:oai:DiVA.org:umu-40095" > How to organise tra...

How to organise transitions between units in preschool : does it matter

Ekström, Kenneth, 1956- (författare)
Umeå universitet,Institutionen för tillämpad utbildningsvetenskap,TIES Transitions in educational settings,ITU, Umeå University, Sweden,POET Pedagogies of Educational Transitions
Garpelin, Anders, 1951- (författare)
Mälardalens högskola,Akademin för utbildning, kultur och kommunikation,BUSS och POET Pedagogies of Educational Transitions
Kallberg, Pernilla, 1971- (författare)
Mälardalens högskola,Akademin för utbildning, kultur och kommunikation,BUSS och POET Pedagogies of Educational Transitions
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Sandberg, Gunilla, 1954- (författare)
Mälardalens högskola,Akademin för utbildning, kultur och kommunikation,POET Pedagogies of Educational Transitions
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 (creator_code:org_t)
Melbourne : The University of Melbourne, Australia, 2010
2010
Engelska.
Ingår i: International Journal of Transitions in Childhood. - Melbourne : The University of Melbourne, Australia. - 1833-2390. ; 4:1, s. 4-12
  • Tidskriftsartikel (refereegranskat)
Abstract Ämnesord
Stäng  
  • The aim of this study is, to deepen our understanding of what transitions within a preschool institution mean from the perspective of those involved. The issue is important to focus on, since an overview of research shows, that there are hardly any studies made on transitions within preschools. In the study presented nine preschool teachers were interviewed, representing two preschools differing in approach regarding how the transitions between different units were organised. One of the preschools had “marked” transitions between four units for groups of children strictly based on age. The transitions were perceived as a matter of course, as something natural. The other preschool with only two groups,  one for younger children and one for older children, had “smoother” transitions based on individual considerations. Here, the maturity of the individual child was taken into account. In the interpretation of the results, in order to gain a deeper understanding of the meaning of the transitions for the people involved, using the concept of rites of passage, two approaches were revealed. The first regarded transitions to be a part of the pedagogy, supporting the natural development of the child, as a rite of passage, leaving one social stage in their life  and move over to another. The second saw transitions as necessary due to external factors, trying to attain a pedagogical environment, where transitions were as smooth as possible, with no marked rites of passage, not for the individual, not for the collective.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)
SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

rite of passage; marked transitins; unmarked transitions
Educational work
Pedagogiskt arbete
Education
Pedagogik
pedagogiskt arbete
educational work
pedagogik
Education
Didactics

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