Transition from preschool to primary school for diverse groups of children in Iceland. A praxeological study

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Abstract
This article reports a praxeological study exploring educational practices and cooperation among teachers intended to create continuity between one preschool and one primary school in Reykjavík. The main participants were two preschool and two primary school teachers, with additional data obtained through interviews with the principals of the two participating schools. Utilising the framework of praxeology, the aim of the study was to promote educational transition and continuity benefitting children with culturally and linguistically diverse backgrounds. The participating teachers worked with the researcher to develop a joint project intended to support the children's linguistic repertoire, facilitate communication, and create a platform for collaboration between the teachers. While the preschool teachers felt supported by the project and the research collaboration, the primary school teachers reported fewer professional benefits. Overall, the project encouraged some professional exchanges, but opportunities for ideological and pedagogical exchange between teachers in different settings were either limited or not explored.
Funding Information
  • Rannís, Educational Continuity: Supporting Positive Transition for Children from Diverse Backgrounds (163325-052)
  • NordForsk, Politics of belonging: Promoting Children’s Inclusion in Educational Settings across Border (85644)

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