|Editor||A. Ross & P. Cunningham, Reflecting on Identities: Research, Practice and Innovation|
This article throws light on the child’s first meeting with the pre-school, as social practice. The first period of initiation at pre-school is now called an “introduction”. Only limited research has been carried out into this introductory process, which is given great importance in the Swedish pre-school. The study is of a class of infants at a pre-school and the investigation is a case-study with four teachers and 19 one year-old children. The focus is on the interplay between the children and their teachers and between the children and the social practice itself. The article is based on empirical material which consists of field notes, observations and interviews from the introductory period at the pre-school’s infant class.