Bedre skolestart med skolestartskjema? En kvalitativ studie av skolestartskjema som overgangspraksis

The theme of this master’s thesis is kindergarten teachers, school teachers and SFO leaders' experiences with information transfer in the transition between kindergarten and school. The problem is as follows: What characterizes the experiences that educators in kindergartens and schools have with the use of a school-start-up-form in the transition between kindergarten, school and SFO? This is a qualitative study, where the data material consists of seven semi-structured interviews with kindergarten teachers, school teachers and SFO leaders. The assignment has a system theory approach with Bronfenbrenners bioecological model of development (1979) as overall theoretical perspective. Barnlund's transaction model (1970) also helps to highlight different aspects of the communication process represented by the information transfer. The findings in this project are categorized into three main categories and associated subcategories. The first main category, transition activities, is about what activities the various participants experience as important in the transition between school, kindergarten and SFO. The second main category is about the school-start-up-form, and the last main category is called the pedagogical framework. Educational frameworks accommodate the different occupational groups' understandings related to learning, perceptions of their own and the other institutions' working methods and knowledge of each other's management documents. These are frames that may affect how the school-start-up-form is used. The different professions' experiences with the school start-up form indicate that this is a collaboration with improvement potential. It appears in the study that the recipients of the form have different routines relating to ways to apply the form and different perceptions of whether pre-information about the child is important. The study also shows that it varies widely from children to children, how much is filled out on each form. Of the information given from the kindergarten, it is first and foremost social skills that are highest ranked by recipients of the form. An interesting finding is that teachers believe that the kindergarten should use the last year to play and not at pre-school groups where "school skills" are at the center. Information about reading and writing skills is thus considered less important. SFO as a learning arena and the role of the SFO as a bridge between kindergarten and school, is a discovery I want to highlight. Visits to SFO are therefore considered very important. Furthermore, the study shows that the different players have little fact-based knowledge about each other as institutions and that there is room for improvement in this area