Tímarit um menntarannsóknir - 01.06.2012, Side 106

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ingar verði á högum þeirra þegar þau fara
úr leikskóla í grunnskóla og þau eru m.a.
undirbúin undir þessar breytingar í leik-
skólanum. Niðurstöðurnar benda til þess
að verkefni sem miða að því að undirbúa
börn fyrir grunnskólann séu reglubundinn
þáttur í leikskólum barnanna. Samkvæmt
niðurstöðum rannsóknarinnar má álykta
að skilgreining barnanna á því hvað er
nám og hvað er mikilvægt að læra tengist
að stórum hluta námsgreinum grunnskól-
ans. Áhersla leikskólans á leik og samskipti
og námssvið leikskólans, læsi og sam-
skipti, heilbrigði og vellíðan, sjálfbærni og
vísindi, sköpun og menning, virtust ekki
njóta sömu virðingar hjá börnunum. Velta
má fyrir sér þætti leikskólans í að skapa
þetta viðhorf og hvort skólahópar og elstu
barna verkefni, sem miða að því að undir-
búa börnin undir grunnskólann með því
að leggja áherslu á verkefnavinnu við
borð, ali e.t.v. á stöðluðum hugmyndum
um grunnskólann.
The aim of this article was to shed light on
the perspectives of preschool children as
to the changes they anticipated would take
place when they started primary school,
and on the preparation for primary school
that took place in preschool. The study was
part of a larger study on the views of chil-
dren on their daily lives in preschool. The
theoretical foundations of the study were
the ideology of childhood studies in which
childhood is viewed as an important pe-
riod, contingent on culture, time, and
context. Childhood studies derive from
the Convention on the Rights of the Child
which elaborates on the rights of children
to participate in decision making that af-
fects their own lives and to communicate
their views. Researchers are now attempt-
ing to learn about children’s knowledge
and perspectives from children themselves
by using a variety of methods suited to dif-
ferent children. Further, transition studies
were also taken into consideration and the
fact that children’s level of success, both
socially and academically, during the tran-
sition to primary school can be a critical
factor in determining their future progress
and development. In recent years research
on transitions from the children’s perspec-
tives has grown.
The participants were 32 children in the
oldest preschool group in two preschools
in Reykjavik, Iceland. Informed consent
was obtained from the preschool authori-
ties, preschool teachers, parents, and the
children. Data was gathered through in-
Abstract
„Then the teacher starts to make you learn“. Pre-school children talk
about their expectations and preparations for Primary School.
Jóhanna Einarsdóttir