The mobile preschool are preschools in buses who travels to different locations where the children spend the day. It allows children to spend time in a variety of public spaces as well as it enables ac- cess to nature, green spaces and physical activity. This study use already collected video material from a larger ethnographic research project about the mobile preschool. The aim of this study is to look at the socializationprocess during a priming event in a mobile preschool where a group of children who have taken part in the preschool during one year will meet a group of visiting children who will begin in the preschool in the autumn. A priming event is common in the mobile preschool as well as in transitions within ordinary preschools and in the transition from preschool to school. During this priming event the transition occurs between the experienced child and the inexperienced child to create an understanding of how to be a mobile preschooler. Results show that by taking part in this priming event and by interacting with children and teachers the visiting children learn diffe- rent competences that are needed when becoming a mobile preschool child. The children and educators interact on what rules and skills are important when becoming a competent mobile pre- schooler. These skills include, being able to walk long distances, to keep the line together, to be aware of different safety aspects, to be quiet whilst travelling on the bus, to learn what kind of acti- vities one can do in different places and how to get your afternoon snack. This priming event where a group of experiences children meet the visiting children is also a unique event who makes them masters and novices, which in in line with theories about peripheral participation. The result show that when the experienced child are taking a leader role they guide, tell and show the novice child how to act as a mobile preschool child. By telling details about what is going to happen, tell and show what is expected and guide them during the activities. The experienced child take responsibi- lity and the inexperienced child tries to follow as they are told, the result aslo show that one the ex- perience children has been told by the teachers to help the visting children. During this priming event in a mobile preschool the socializationprocess takes place through the children’s participation, interaction and learning.

Avhandlingens syfte är att undersöka övergången från förskoleklass till årskurs ett och hur barn lär känna och skapar mening om vad skola och förskoleklass är. Detta görs genom att studera hur övergången från förskoleklass till årskurs ett markeras genom olika aktiviteter och de processer i vilka barn tillsammans med andra barn, lärare och kontext skapar mening kring övergången. Det empiriska materialet består i huvudsak av deltagande observationer och fältanteckningar från fältarbete men också av intervjuer med barnen. Övergången analyseras med hjälp av teoretiska perspektiv på tid, passageriter och socialisation. Analysen visar att förskoleklass och årskurs ett genom att markeras som åtskilda också konstrueras som olika. Analysen visar också att tid och temporal orientering är viktigt för hur övergången från förskoleklass till årskurs ett förstås. Olika tidsaspekter (dåtid, nutid och framtid) används av barn och lärare för att ge mening till övergången. Den tidsaspekt som är mest framträdande är framtiden. Den används för att förstå övergången men övergången förstärker också fokus på framtiden.  Övergången från förskoleklass till årskurs ett kan förstås utifrån ett övergångsschema med en separationsfas, en liminal fas och en fas av införlivande. Även förskoleklassen som sådan kan förstås som en liminal övergångsfas i övergången från förskola till skola. Övergången är en kollektiv process där barn tillsammans gör övergång. Samtidigt innehåller övergången individuella aspekter och avvikelser från vad som framstår som  normalövergången. Sådana avvikande erfarenheter bidrar till hur den kollektiva övergången konstrueras. I dessa socialisationsprocesser konstrueras mening i samspel mellan barn, lärare och skola. Att barn orienterar sig mot skolans temporala ordning och deltar i socialiserande aktiviteter innebär att de på olika sätt konstrueras som elever men också att de konstruerar skola och övergången från förskoleklass till årskurs ett. / The aim of the thesis is to explore one of the first transitions that Swedish school children encounter and how children get to know and make sense of the school system. The point of departure is to study what activities are undertaken to mark the transition from preschool class to first grade and the meaning-making processes in which children are involved. Ethnographic data from two Swedish school settings are used in the study. The material contains participant observations and field notes from different school settings, as well as ethnographic interviews with the children. The transition is analysed using theoretical perspectives on time together with concepts such as rites of passage and socialization. The analyses show that the preschool class and first grade are marked as different in several ways during the transition process. The analysis also show that time is important for the meaning ascribed to the transition. Different aspects of time (past, present and future) are used to do and make sense of the transition. Talk about the future and activities pointing at the future are used to understand transition, but transition also strengthens the focus on the future. The transition from preschool class to first grade can be understood as a phase of separation, a liminal phase and a period of incorporation. But the preschool class itself can also be understood as a liminal phase, a time in between preschool and school. It was found that transitions constitute a collective process through which children do transition together. At the same time, transitions can be understood as multiple, as children deviate from a normal transition. Such deviant experiences further add to how a “normal” transition is understood. In socialization processes, meanings are constructed in interactions between children, teachers and school. Children’s orientation to the temporal order of school and their participation in socializing activities contribute to the construction of children as students, but also to the construction of school and transition.