Legerup

Recent research shows that Danish schools use early childhood education to ensure a coherent transition to school. At the same time, studies highlight that friendships, play communities, and social continuity are the most significant factors for children during this transition. The purpose of this project is to explore, both theoretically and empirically, how play can be designed as a pedagogical approach to support the transition from early childhood education to school. By collaborating closely with educational staff, we will conduct play experiments in two schools and four early childhood settings to create environments where children can thrive and establish social connections. The project is expected to contribute new methods and tools for pedagogical transition activities and to develop a theoretical framework for understanding the potential of play as a transition strategy.

In close collaboration with educators, children, and researchers, the project will develop and test a series of structured play experiments. These experiments will serve as the basis for innovative design and pedagogical methods that can be broadly applied by professionals in similar contexts. Additionally, the project will provide a theoretical framework to better understand how play can function as a strategic approach during the transition from early childhood education to school.