Barns muligheter for å erfare sammenhenger i overgang fra barnehage til skolefritidsordning

Abstract

This contribution is based on a study of children’s experiences of continuity and discontinuity in the
transition from kindergarten to after-school care. The focus of the study is to gather information from
children about their experiences in the transition. This article presents what some observations from
a fieldwork with children can tell about children’s experiences when they leave the kindergarten and
enter after-school care. The project has an ethnographic approach in which children’s own photographs
from kindergartens, schools and after-school care have been the basis for observations and conversations with the children along the way. The study shows that cooperation with after-school care is of crucial importance for developing good transition practices. It also shows the importance of the employees’
knowledge of children’s previous experiences from kindergarten.