Diversities in transitions: Children transitioning to pre-primary education

The study discusses children's diverse resources and positions during their transition from early childhood education and care (ECEC) to pre-primary education. The ethnographic data were collected in two pre-primary contexts in Finland: early childhood education centres and schools at the beginning of the pre-primary year. Theory-informed thematic analysis produced categories and distinctions of resources, which had different social meanings depending on the context of transition, thus affording diverse positions for children going through this process.