Gunilla Sandberg

Borderlands, Bridges and Rites of Passage

This chapter examines transitions by looking closely at the border or threshold to be crossed between different educational contexts. We explore research findings related to borderlands and bridges between the early childhood and school sectors, the ways in which these might be conceptualised in policy and the implications for practice for the professionals involved. The chapter also considers the child’s pathway or learning journey traversing these borders, borderlands or bridges and discusses the place of rites of passage in this process.

Different Children's Perspectives on Their Learning Environment.

Abstract This article reports and discusses findings from an ethnographic case study, aiming to gain a deeper understanding of how different children perceive their learning environment in the first grade of primary school, with regard to social as well as academic aspects. The theoretical framework is based on an interactional perspective, where children’s learning and development are considered to take place in a dynamic and ecological system. The reported results are based on interviews with 16 children, and observed teaching situations during the first year of primary school. Research among children demands special ethical considerations, such as how to avoid questions and interest from the researcher affecting the position of children being vulnerable in some way. The findings show that, within a group of children, facing a similar learning environment, there are significant differences between the experiences expressed. The findings presented support the importance of listening to children when planning educational settings. Listening to and taking into account the children’s different voices is an essential part of research and education that strives for inclusion, learning and well-being of all children.

Teacher’s perspective on how to promote children’s learning in reading and writing

The aim of the study is to deepen the understanding of teacher’s perspective on how to promote all children’s learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1. The result shows there is a lack of sharing information and experiences, between preschool class and grade 1, concerning reading and writing activities and instructions. The teachers’ perspectives on reading and writing instruction can be described as pluralistic, in the sense that each teacher refers to several strategies and approaches to promote learning and development related to reading and writing. The variation of children appears to give meaning to the work of the teachers in the study, though it also is associated with challenges e.g. the experience of being alone and not sufficient to support children’s different abilities, experiences and needs. According to teachers in the study, the additional support in schools is more remedial than preventive since the resources are mainly invested in older students.

Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives

In this chapter we explore teachers’ perceptions of children’s diversity in different educational settings. Using interviews with teachers from Swedish preschools, preschool classes and the first grade in primary school, we aim to study transitions in school from the perspectives of several actors. The theoretical framework we employ is influenced by an ecological approach to understanding children’s needs in educational transitions. The teachers’ reflections on these three transitions emphasised the importance of context when responding to children’s needs. The teachers also described transitions as dynamic processes in which factors and conditions at different levels interact.

Educational Practices and Children’s Learning Journeys from Preschool to Primary School

Children all around the world pass through a number of transitions in educational systems. These transitions are organised in different ways in different countries. In Sweden, children pass through three school forms in early childhood education: preschool, preschool class and primary school. In a research project funded by the Swedish Research Council, the Swedish POET group conducted case studies in three municipalities, using participant observations, semi-structured interviews and focus group interviews. The aim has been to deepen the understanding of children’s learning journeys from preschool into school. A second aim has been to examine the long-term implications of educational practices across the transitions for children’s learning and participation. In this chapter, some findings from the research project are presented. The results show how the complex structure of Swedish early childhood education creates challenges for children and their learning journeys.