ABSTRACT
Transitions between school and leisure-time centre are rarely discussed or highlighted in the educational literature. This chapter explores the transitions made on a daily basis between two leisure-time centres and two schools in the Icelandic context, and the data set includes interviews with 43 six- to seven-year-old children, as well as drawings made by the children. The findings show that children were valuable brokers who supported successful transitions between school and leisure-time centres. Interestingly, the educators did not seem to facilitate the transition but rather the children themselves. The children did the work of “brokering” as they connected school, leisure-time centre and home environments. The peer group was an important source of support for the children, as friends helped each other to navigate both in school and leisure-time centre. Only by feeling capable and accepted do children experience themselves as active members in the community of practice. The chapter concludes with recommendations for practitioners, such as listening and responding to the voices of children and how important it is to strengthen group dynamics and friendships. Eventually, educators might see advantages in setting up collaborative learning practices which include children as valuable participants and specialists.
