«Jeg vet ikke hvorfor, men jeg savner Lego» – en utforskning av fraværets krefter gjennom overgangen fra barnehage til skole

This article explores how absence influences children’s participation during the transition from kindergarten to school. Using a critical realist framework, the study draws on interviews with four children and their mothers, conducted across different settings and times during the first school year. The findings reveal that absence – of play, materials, movement, relationships, and perceived competence – shapes children’s experiences. While absence can drive learning through curiosity and desire, it can also limit participation and foster alienation. The study concludes that recognizing and addressing these absences is essential for supporting children’s well-being and engagement during educational transitions.