Becoming a school child: a positive developmental crisis

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In this Chapter the transition from day care into primary school is investigated from the point of view of cultural-historical developmental psychology, mainly the works by L. Vygotsky, L. Bozhovich and M. Hedegaard. The central point is that starting school and the transition to becoming a schoolchild should be viewed as a positive developmental crisis. It is argued that institutional transitions are both characterized by preparation (institutionally and personally) and of actualization. A general descriptive model of identity tasks and developmental demands is offered to account for institutional transitions and exemplified with cases from an empirical material. The general tendency in the Danish - and international context - to regard the school transition as a problem for the child and the practice following from this, i.e. minimizing differences between day care and primary school and organizing the transition into a step-by-step process is discussed critically from the point of view of cultural-historical developmental psychology.
OriginalsprogEngelsk
TitelChildren's Transitions in Everyday Life and Institutions
RedaktørerMariane Hedegaard, Marilyn Fleer
Antal sider25
UdgivelsesstedLondon
ForlagBloomsbury Academic
Udgivelsesår2019
Kapitel3
ISBN (trykt)978-1-3500-2145-7
StatusUdgivet - 2019
SerietitelTransitions in childhood and youth

    Forskningsområder

  • Transitions, Grundskole, Early childhood, Alsidig udvikling

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