Children’s Perspectives on the Transition from Early Childhood Education and Care to School: Navigating Friendships, Uncertainties, and the Weight of School Norms

Abstract This qualitative study explores the perspectives of five-year-old children transitioning from early childhood education and care (ECEC) to school. Embedded within the Norwegian research initiative SELMA, which seeks to enhance pedagogical practices that support children’s social–emotional development, well-being, and sense of mastery, this study draws on semi-structured interviews with twenty children from two participating ECEC centers. Thematic analysis of the collected data reveals that children`s prior experiences with transition-oriented activities, such as reading and singing songs about school and visiting school environments, shape their expectations and sense of security as they approach school. These preparatory experiences contribute to experiential continuity between past and anticipated contexts, aiding in the structuring of children’s understanding of the forthcoming change. While the majority of children express enthusiasm about starting school, they also express uncertainty, particularly about the potential loss of established friendships and the need to adapt to new behavioral norms and expectations. The findings underscore that children benefit from preparatory experiences in ECEC that foster emotional readiness, cultivate realistic expectations, and enhance continuity across diverse educational settings. This study highlights the imperative of integrating children’s voices into the development of practices and policies to support a smoother, more coherent transition to school.