Bridging kindergarten and school through play: the role of play pedagogies in supporting transitions in Norway

Transitions from kindergarten to primary school are pivotal in children’s education, marked by significant changes in teaching practises, expectations, and social interactions. This study explores how Norwegian educators perceive and implement play pedagogies during this transition. Using qualitative data from video-shadowing and interviews with five educators working with children aged 4–7, the research employs a critical realist framework and multimodal analysis to examine their practices and perspectives. The findings identify four educator roles in facilitating play: Leader, Gatekeeper, Supporter and Pariticpant. Kindergarten teachers emphasize child-directed play to nurture creativity, social skills, and emotional well-being. In contrast, primary school teachers focus on structured, teacher-led play to promote academic and behavioural outcomes. This divergence highlights a discontinuity in play pedagogies that may affect children’s learning and development during the tranisiton. To bridge this gap, the study calls for increased collaboration between kindergarten and primary school educators to create continuity in play-based approaches. Recommendations include professional development to balance child-led and teacher-guided play and fostering shared understandings of play pedagogies. By illuminating diverse perspectives and their impact on teaching practices, this research contributes to broader conversations on early childhood education and effective transitions.