Children's everyday transitions: children’s engagements across life contexts

Research output: Contribution to book/anthology/report/proceedingBook chapterResearchpeer-review

This chapter analyses children’s everyday transitions across home and the day-care institution, as well as between different activities and communities. Employing a cultural-historical approach, historical and socio-structural conditions for everyday life are analysed on the basis of subjective meanings and experiences of action possibilities (Chaiklin, Hedegaard, & Jensen, 1999). Employing the concept of conduct of everyday life (Dreier, 2008, 2011; Holzkamp, 2013; Højholt & Kousholt, 2017), this chapter analyses the active, creative and coordinating processes involved in leading a compound everyday life. Analysing transitions from the children’s perspective produces knowledge about how children actively deal with and arrange their conditions as they move between different communities and practices, as well as the struggles and possibilities involved, which are not always visible to adult caregivers. The chapter emphasizes the significance of children’s communities in relation to children’s everyday transitions, parental care and parents’ collaboration with day-care professionals. The chapter is based on empirical material consisting of participant observations conducted across children’s various life contexts and of interviews with children and parents.
Original languageEnglish
Title of host publicationChildren's transitions in everyday life and institutions
EditorsMariane Hedegaard, Marilyn Fleer
Place of publicationLondon
PublisherBloomsbury Academic
Publication year2019
ISBN (print)9781350021457
Publication statusPublished - 2019
SeriesTransitions in childhood and youth

    Research areas

  • Children's transitions, Conduct of everyday life, Children's perspectives, Children's engagements

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