ABSTRACT

This chapter addresses the design for learning of participatory skills for young children in transition between the social networks of day-care and primary school. It focuses on how children's active digital production may be a resource in bringing their perspective into joint attention with their teachers and, thus, be a resource for dialogic. The chapter examines an extreme case of the role of information and communication technology (ICT)-supported reflection in people's learning to cope with situational requirements and to transform and adjust knowledge and ways of participating across major transitions between social networks. It presents steps in a process of iteratively designing for what will be termed micro transition pedagogy. According to Danish legislation, day-care and schools are mutually responsible for creating "a coherent transition from day-care to school". Under the heading "multiliteracies", B. Cope and M. Kalantzis argue that multimodal, digital technologies allow for a wider experiential repertoire in learning communities by not exclusively privileging verbal and written language.