Abstract
This chapter describes research on and organization of children's transition to school in Denmark.
The chapter shows that the pedagogical work with children's transition to school already starts in
kindergarten with the aim to create coherence and continuity in children's lives in line with the
political framework for kindergartens. The chapter also refers to research showing that this focus
leads to a strong school readiness-oriented focus, which risks creating narrow and standardized
understandings of children, as well as reluctance to start school. Finally, Danish research shows that
children's communities and the work with children's relationships and experiences of belonging are
crucial for children's opportunities for participation in both kindergarten and school, and their well-being in the transition to school
The chapter shows that the pedagogical work with children's transition to school already starts in
kindergarten with the aim to create coherence and continuity in children's lives in line with the
political framework for kindergartens. The chapter also refers to research showing that this focus
leads to a strong school readiness-oriented focus, which risks creating narrow and standardized
understandings of children, as well as reluctance to start school. Finally, Danish research shows that
children's communities and the work with children's relationships and experiences of belonging are
crucial for children's opportunities for participation in both kindergarten and school, and their well-being in the transition to school
| Translated title of the contribution | Forskning, politik og praksis om overgangen fra børnehave til skole i Danmark fra 2000-2024 |
|---|---|
| Original language | English |
| Title of host publication | Research and Practice in Transition to School: National and International Perspectives from 25 years of the 21st Century |
| Editors | Bob Perry, Sue Dockett |
| Publisher | Springer London |
| Publication status | Accepted/In press - 2025 |