摘要：This article focuses the Swedish preschool class and the transitions from preschool to compulsory school, out from children’s perspectives. The study indicates that children, in these transitions, are constructing identities such as future pupils, Ex preschoolers, playful preschool class children and adjusted and responsible pupils . It’s indicated that children’s ways of defining themselves, and their markings of borders between the institutions, are changing over time and are depending on the current context. The study also highlights how Swedish children conduct two school entries where they have to reconstruct both their identities and their understanding of institutional borders.
