Abstract
This chapter describes research on and organisation of children’s transition to school in Denmark. The chapter shows that the pedagogical work with children’s transition to school starts already in kindergarten with the aim of creating 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 is highly oriented on school readiness, which risks creating narrow and standardised 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 for their well-being in the transition to school.
| Translated title of the contribution | Overgang til skole - forskning, politik og praksis i Danmark i det første kvartal af det 21. århundrede |
|---|---|
| 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 | Sue Dockett, Bob Perry |
| Number of pages | 17 |
| Publisher | Springer |
| Publication status | Accepted/In press - 1 Jun 2025 |
Keywords
- children and youth
- learning, educational science and teaching