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The aim of the article is to shed light on the attitudes and experiences of educators in a preschool in Reykjavik, in collaboration with parents and children with diverse backgrounds and cultures, in the transition to preschool. The purpose is to understand the meaning of this aspect of the work and thus add to existing knowledge. The ideological foundation of the study is largely drawn from scholars who have studied the changes that occur when children begin compulsory schooling. Although the research mainly focuses on the beginning of primary schooling, it can be argued that many of the same factors also apply to the onset of preschool for young children. Children are considered to be powerful and creative, and the learning environment and curriculum should be based on children’s interests and circumstances and take into account that they are different (Dockett & Einarsdottir, 2017; Dunlop, 2017; Educational Transitions and Change Research group, 2011). Thus, continuity in children’s lives should allow for the experience of the children’s homes in their transition to preschool (Margetts, 2002). The changes are characterized by a complex process in which the concepts of transition and adaptation are intertwined. The process of adaptation begins at home and continues until the child and his or her family experience themselves as participants and belong to the new environment (Margetts, 2014). The child is moving from one environment to another, from home or day-care to a new place: the preschool. The process is considered to be an integrated learning experience for children, parents and preschool teachers (Drugli & Undheim, 2011). The article aims to answer two questions: What are the views of educators working with children with diverse backgrounds and cultures in the transition to preschool? How is the preschool emphasizing the continuity of the children’s lives? The preschool that participated in the study has extensive experience in working with families of foreign origin. Children under the age of two started in three units in the fall. Five individual interviews were conducted with the unit leaders. Interviews with two of them were carried out in August, before the children’s transition to preschool. The second phase of interviews took place when most of the children had been in the preschool for two to three months. Interviews were also conducted with the preschool principal and the acting assistant principal. All the interviews were semi-structured (Kvale & Brinkmann, 2009). Two focus group interviews were conducted; on the one hand, with the personnel who worked with the children, and, on the other, with one of the unit leaders and a preschool teacher who supported a child in one of the groups. In focus group interviews, it is not assumed that people agree but that within-group communication influences participants’ thoughts and ideas (Lichtman, 2013; Litoselliti, 2003). Observations were made at the beginning of the children’s start in the preschool, where the focus was mainly on communication between parents, children and staff. Observations were also made when some time had passed since the children started. The formal analysis process was inspired by thematic analysis. Thematic analysis, according to Braun and Clarke (2013), is a flexible method of organising and analysing data to identify and describe repeated patterns or themes within a set. The findings revealed that professionals described their role in the transition process as twofold. Establishing and maintaining emotional relationships with parents and children was important. Furthermore, having an overview, fostering collaboration within the units and disseminating knowledge to colleagues was also essential. Other staff working with children discussed active participation in the transition process and maintaining relationships with the children’s parents after the formal transition was completed. Parental participation in the transition process was considered to be successful as a joint learning process for parents, children and preschool staff. However, there were indications that parents who did not speak Icelandic had difficulties in participating. Also, that children of foreign origin in many cases experienced a more difficult transition than children of Icelandic parents. The study shows that it is a professional challenge for preschool educators to develop, from the beginning, a pedagogical approach that contributes to all families experiencing themselves as participants and belonging to the new environment.

Viðhorf leikskólakennara og leiðbeinenda til upphafs leikskólagöngu barna