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This chapter describes research on, and organisation of, children’s transition to school in Denmark. It 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 wellbeing in the transition to school.

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Transition to School: Research, Policy, and Practice in Denmark during the First Quarter of the Twenty-First Century

  • 章节

  • 发表日期：

    2026年

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  • Anja Hvidtfeldt Stanek,
  • Kira Saabye Christensen,
  • Stig Broström

摘要

This chapter describes research on, and organisation of, children’s transition to school in Denmark. It 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 wellbeing in the transition to school.