ABSTRACT
Close cooperation between kindergarten and primary school is considered a prerequisite to improve convergence between these institutions and to facilitate transition for children. In view of institutional disparity in Germany, kindergarten educators and primary school teachers are challenged to create a professional dialogue and to act in multi-professional teams. Based on observational and interview data gained in three qualitatively oriented studies which accompanied innovative local projects, this chapter shows how children describe their own ideas and needs for an ideal transition and how these children’s perspectives can stimulate the professional development process. Referring to theories in the context of new childhood studies and to an eco-systemic transition approach, the chapter critically discusses potentials, risks and limits of using children’s perspectives systematically for reflection and re-modelling pedagogical activities in teams of educators and teachers. This touches general questions of transfer and the role of researchers by bringing children’s perspectives back into practice.
