Discourses at the boundary spaces: developing a fluent transition from preschool to school

Abstract

This article examines the preschool–school transition in the Finnish school system from institutional and professional perspectives. It takes place in a context in which the fluent transition from preschool to primary school is supported by developing joint lessons for preschool and primary school children. Transition is seen as a process in which culturally and historically constructed institutional boundaries form an arena for professional learning. The study focuses on boundary work and boundary spaces. Boundaries are seen as spaces where resources from different practices are brought together to expand interpretations of multifaceted tasks. The data are analyzed from a discursive perspective. The study investigates how professionals create new forms of activity when collaborating in boundary spaces. Three discursive frames were identified. The first is called the ‘initiative frame’, the second the ‘consensus frame’ and the third the ‘collaboration frame’. These frames are considered in relation to creating new, shared practices and a common object of activity.

Keywords:

• transition
• relational agency
• boundary work
• discourse analysis
• activity system
• cultural-historical activity theory

Acknowledgements

Laura Rantavuori’s research was supported by the Finnish Cultural Foundation, the University of Tampere Foundation, the Municipality of Kangasala Björkqvist’s Foundation and the City of Tampere Science Foundation.

Notes

1. Preschool may become compulsory from the beginning of 2015.

2. Both curricula will be revised in 2014.