The transition from preschool to primary school, its requirements, and views on children's learning on the Faroe Islands

Project Details

Description

Throughout their lives, children go through various institutional transitions that they must adapt to. This Ph. D. project studies the transition between preschool and primary school with emphasis on societal and institutional requirements and views on learning children meet in this transition in the Faroe Islands.
Currently there is no systematic study of this transition in the Faroe Islands. The research gap makes this study relevant, as it is of importance to gain knowledge about how and to what extent requirements and views on children’s learning have an impact on children’s actual learning development as well as well-being.
Laws, policies, and working papers from the top of the society and down through various institutions play a part in the learning requirements and views on children’s learning. Preschool teachers and primary school teachers views on children's learning also play a part in the learning development and well-being
of children.
The research will be divided into three parts. At first a literature review will be conducted, finding the state-of-the-art in this area of research. The second part will be a document analysis. Reading and analysing international, national, and institutional policies and laws, will give an insight into societal and institutional requirements and views on children’s learning. The last research part will be an interview analysis. Interviews will be conducted with preschool teachers, primary school teachers, and parents.
StatusActive
Effective start/end date1/09/231/09/27

UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This project contributes towards the following SDG(s):

  • SDG 3 - Good Health and Well-being
  • SDG 4 - Quality Education
  • SDG 10 - Reduced Inequalities

Keywords

  • Children; transitions; requirements; views on learning

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