Displacement of problems

– on children’s transition from kindergarten to school

Abstract

This article analyses how different parties in different ways contribute to the societal development in which children are presented to the school’s discipline and academic skills earlier and faster. The societal development is analysed as being linked to both struggles between professions and trade unions and intentions to help both children and their professional adults in connection with the increasing demands to deliver more skilled citizens quicker. The ambition to help children become better skilled is analysed as a downward spiral throughout the (educational) system. The article focuses in particular on the historical development of preschool systems as transitional support for children when they start school. The article presents historical grounds for establishing and developing the kindergarten class. Based on this, the reasons for increasing the introduction of various preschool arrangements for kindergarten class and school preparation in kindergartens will be analysed.