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This chapter describes the organisation and changes related to school start in Sweden during the first quarter of the twenty-first century. During these years, the start of school has been under pressure with several reforms in quick succession, affecting both research and practice. The direction of these reforms is described in terms of ‘schoolarisation’, a policy shift characterised by two movements: a rapprochement with the school’s content, objectives, and forms of teaching, and a simultaneous distancing from the content, objectives, and working methods prevalent in preschool. This chapter discusses four central motives to this shift: economic; global; pedagogical; and democratic. Analysis of the Swedish research base relating to transitions to school is used to generate key principles to promote ongoing research about the start of school.

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Schoolarisation of the Transition to School in Sweden: Research, Practice, and Policy Processes in the Twenty-First Century

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  • 发表日期：

    2026年

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  • Lina Lago,
  • Helena Ackesjö,
  • Sven Persson

摘要

This chapter describes the organisation and changes related to school start in Sweden during the first quarter of the twenty-first century. During these years, the start of school has been under pressure with several reforms in quick succession, affecting both research and practice. The direction of these reforms is described in terms of ‘schoolarisation’, a policy shift characterised by two movements: a rapprochement with the school’s content, objectives, and forms of teaching, and a simultaneous distancing from the content, objectives, and working methods prevalent in preschool. This chapter discusses four central motives to this shift: economic; global; pedagogical; and democratic. Analysis of the Swedish research base relating to transitions to school is used to generate key principles to promote ongoing research about the start of school.