Det beste fra to verdener - En kvalitativ studie av overgangen mellom barnehage og skole

The purpose of this study has been to investigate how the kindergarten and school can facilitate children in experiencing a smooth transition. If children are to experience consistency, what they encounter in school must be recognizable, it must be possible for them to link it to the experiences they have from kindergarten. My topic question has been as follows: What contributes to continuity and discontinuity in the transition between kindergarten and school? I have chosen to investigate how the components organization and structure, relationships and friendships and approach to play can contribute to continuity or discontinuity and how cooperation and communication and transition objects can be used as tools for better continuity. If the children are to experience continuity, they must be able to link the new experiences in school to something that is familiar from kindergarten. Researchers propose the possibility of improving the connection between kindergarten and school through collaborative measures that unite the working methods in kindergarten and school by using as a starting point the common features of the mission statements of school and kindergarten, respectively. The governing documents for kindergarten and school both focus on play-based approach and aesthetic working methods in the school subject Norwegian, and I therefore wanted to investigate whether these working methods can contribute to creating continuity in the early reading and writing training in kindergarten and school. I have therefore formulated the following research questions: Q1: How can the kindergarten and school facilitate continuity in organization and structure, relationships and friendships and the approach to play? Q2: How can a play-based approach and aesthetic working methods be used in the school subject Norwegian to create a smooth transition? Q3: How can collaboration and communication and the use of transition objects contribute to continuity in the transition? To be able to answer these research questions, I have used interviews, surveys, and observation as methods. The subjects consist of five teachers from the first grade at the same school and a transitional teacher who accompanies the children from kindergarten to school. My findings indicate that it is important that there is a plan for the transition and that the employees in kindergarten and school can meet to discuss components that are of great importance for the children's experience of continuity. Some of these components are the organization and structuring of the day, the approach to play and the ways of working in the early reading and writing training. In addition to these conversations, the use of transition objects can be a useful tool in the work of creating continuity in the transition between kindergarten and school