The transition from Early Childhood Education and Care (ECEC) to school and leisure-time Centres (LtC): perceptions, tools and options in children's learning and wellbeing on the Faroe Islands

Abstract
This research investigates children’s transition from preschool to primary school in the Faroe Islands. Dockett and Einarsdóttir (2017), Peters (2010), González-Moreira, Ferreira and Vidal (2021) highlight that continuity and discontinuity are focal points during this transition. Different contexts, systems and approaches intersect, resulting in a complex adaption process, which has a significant influence on the child's continuous development and confidence in learning. The theoretical landscape is interwoven with the methodological approach of Situational analysis (SA) (Clarke et al., 2018) where conceptualization is situation driven. Key concepts are context, settings, tools, and options as a situation comprises both micro and macro levels. The method includes a multi-dimensional framework with societal-, institutional-, individual-, practical-, and other significant actors. The project entails several different types of data- a literature review, a survey, document analysis, interview analysis, and fieldwork from observations. Informed consent will be received from children, parents, community, and practitioners. Information and gathered data will be confidential, anonymized and secured (Dátueftirlitið, 2020; EECERA, 2015). Reflexive navigation is crucial to bear in mind throughout the research process as multiple relations networks and social integration are infused with social connections that typify small island societies (Gaffin 1996; Vigh 2009). While transitions have universal similarities, they are also dissimilar as they are anchored in multiple dimensions, contexts, and settings with actors significant to that situation. The project sheds a light on “situational transitional pedagogy" as being an important component in transitional studies.