The Problem-Solving Process as Part of Professionals' Boundary Work in Preschool to School Transition

Autor/in	Rantavuori, Laura
Titel	The Problem-Solving Process as Part of Professionals' Boundary Work in Preschool to School Transition
Quelle	In: International Journal of Early Years Education, 26 (2018) 4, S.422-435 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rantavuori, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2018.1458600
Schlagwörter	Problem Solving; Interprofessional Relationship; Teacher Collaboration; Transitional Programs; Preschool Children; School Readiness; Models; Discourse Analysis; Interpersonal Communication; Educational Planning; Meetings + Suchen Sie Ihr Suchwort? Problemlösen; Lehrerkooperation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Analogiemodell; Diskursanalyse; Interpersonale Kommunikation; Bildungsplanung; Meeting; Tagung
Abstract	A successful transition from preschool to school demands continuity in education between the institutions: continuity in pedagogy, values and institutional structures. One way to achieve continuity is to learn how to do "boundary work" in the borderline of two activity systems. This article examines what kinds of discourses frame the problem-solving process in the context of inter-professional collaboration. The data consists of video-recorded, inter-professional discussions in the 2012-2013 (a total of 22.5 h). The project, called Flexible Preschool and School, aims to develop a new model for a smooth transition to school. In the project, professionals from preschool and school create joint activities and co-teaching, which is assumed to bridge the gap between pedagogies and assure the continuity of learning. The professionals' cultural thoughts in different kinds of problem-solving situations become visible in the discourses produced in the talk. These discourses describe their capacity for solving shared problems. Creating new innovations demands an understanding that complex problems require diverse knowledge. Considering the shared knowledge as valuable enough to put into practice is the way to create new forms of problem-solving. This is implemented by taking on the responsibility to be an active actor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01