"Det gäller att underlätta"
en kvalitativ studie om hur grundskolelärare i årskurs 1 ser på sin egen roll vid elevers övergången från förskoleklass till grundskoleklass
Children at the age of six, has since 1991 been allowed to start their tuition in the Swedish school system. Studies reveal that; the first school year (preschool) can be a stressful task dueto the new environment, new friendships and higher expectations.The purpose of this study is to describe and analyze how the teachers perceive their own role in the transitioning process from preschool to school. This purpose required a method of qualitative complexion and therefore qualitative interviews were used. The material is based on four interviews with four different teachers. The teachers were asked the same question considering; the transition from preschool to school from a pupil point of view, their own role in that transition and their opinions on different educational tools. The data is later analyzed by content analysis method. The theoretical framework consists of ' ecological development theory. The theory describes the interaction between the individual (the pupil) and the environment surrounding the individual and how that interaction effects the personal development. The result revels that the teachers were active in creating a smooth transition from preschool to school. The effort of the teachers created continuity. They met with their future pupils and in different environments for activities. The teachers also gathered important information. Contacts with the parents were also made as well as hand over conferences and the arrangements of sponsor. Some preschool teachers made the choice to follow their pupils to elementary school. The cooperation between the teachers was characterized by meetings and sometimes by whole days together. They had handover conferences and were supportive to one and other. However, some teachers expressed mix feelings towards cooperating with other colleagues. The educational tools were formed after the pupils individual needs. The preschool and the elementary school worked together with the desire to create similarities in their pedagogical methods. They used play as an educational tool and tried to maintain some of the structure of the preschool. The teachers also had in mind the fact that they should not demand too much from the new pupils.