Educators’ Views on Transition: Influence on Daily Practice and Children’s Well-Being in Preschool

  • Bryndís GarðarsdóttirEmail author
  • Sara Margrét Ólafsdóttir
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 16)


This chapter reports on a study in which two researchers worked collaboratively with a group of educators in one preschool setting to implement a new learning area in the Icelandic National Curriculum Guide for Preschool (Ministry of Education, Science and Culture 2011), focusing on children’s well-being. This action research approach was used to reflect on practice and the way this influenced the children’s well-being. The findings indicated that the educators experienced a dilemma between being in control of children’s activities and learning and supporting their autonomy. Educators argued that it was important to prepare children for the transition between preschool settings and primary school, and to achieve this, they tended to use controlling approaches. During the project, the educators’ views towards the children changed; they realised that the children were more competent and diverse than they, the educators, had assumed. In that way, the educators saw the transition to school more as a continuing process.


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Copyright information

© Springer International Publishing Switzerland 2017

Authors and Affiliations

  • Bryndís Garðarsdóttir
    • 1
    Email author
  • Sara Margrét Ólafsdóttir
    • 1
  1. 1.University of IcelandReykjavikIceland

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