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Official figures from UDIR · Updated 04 Jun 2026

The transition from kindergarten to school

A big transition for small children

The transition from kindergarten (barnehage) to school is one of the biggest changes small children go through. In a short time the daily framework, the role of adults, the size of the group, and the learning goals all change. At the same time, it is a transition the vast majority handle well — with the right preparation.

How municipalities transfer information

Since 2008, municipalities have had a duty to ensure continuity between kindergarten and school, under the Education Act and UDIR's guide to the kindergarten-to-school transition. In practice, the kindergarten passes on information about the child to the school — for example whether the child needs extra support, has language difficulties, or has diagnoses the school should know about.

As a parent you should:

  • Give consent to the information transfer (without consent, much will not be passed on)
  • Read what is in the transition form — you have the right to see it
  • Add additional information if anything is missing

The transfer often happens in the spring, in good time before the start of school. Ask the kindergarten how and when their routines work.

The pre-school day (førskoledag)

Most schools invite children to one or more pre-school days in the spring before school starts. How this is organised varies between municipalities — in Oslo, for example, schools such as Hasle skole often run two visit days in May/June. This is a chance for the child to:

  • See the classroom and the school
  • Meet the form teacher (if one has been assigned)
  • Meet some future classmates
  • Try a simple activity

Some municipalities also arrange transition meetings where staff from the kindergarten and the school meet. As a parent you are not always part of these, but you should ask what is being discussed.

Preparation at home

You don't need to "drill" your child before school starts. The most important things are emotional security and practical skills.

Social and emotional

  • Talk positively about school — children read their parents' signals. If you are anxious, the child becomes anxious.
  • Visit the school a couple of times if possible — walk the route, sit on a bench in the playground.
  • Play school at home — role-play helps children understand routines.
  • Talk about how the day will look — morning routine, school bag, SFO if relevant.

Practical self-help

This matters more than many parents realise. A typical year-1 pupil should be able to:

  • Use the toilet and wipe themselves
  • Put clothes on and off — especially outerwear and Velcro shoes
  • Pack their bag and keep track of their lunchbox and water bottle
  • Wipe their nose and wash their hands
  • Tell an adult if something hurts or feels difficult

Practise this in good time. It significantly lowers stress in the classroom.

Reading, writing, numbers

The school does not expect your child to be able to read or write. They learn that at school. But you can:

  • Read aloud daily — a book habit is the best "reading start"
  • Play with letters and sounds — without pressure
  • Count and talk about quantities in everyday life
  • Use a pencil and scissors — fine motor control is useful

Don't pile on demands like "50 letters before school starts." For many children, that backfires.

When the child has special needs

If the child has diagnoses (autism, ADHD, language difficulties, vision/hearing, etc.), medical follow-up, or has had extra support in kindergarten, you should:

  • Contact the school by March–April at the latest before the start of school
  • Ask for an early meeting with the head teacher and form teacher
  • Give consent for the kindergarten and PPT to share information
  • Consider whether an expert assessment and a formal decision are needed before school starts

Read more in our article on special-needs education.

Social skills

Starting school is social — not just academic. Your child will need to cooperate with 15–25 other children, sometimes for several hours before a break. What helps:

  • Taking turns — wait your turn, listen to others
  • Asking for help — saying "I need help" to adults
  • Resolving small conflicts — saying "no, I don't want to" without hitting
  • Sharing — toys, attention

Much of this is learned in kindergarten. If you notice gaps, talk to the kindergarten about practising specifically.

Practical: from day one

The first day of school

Most former kindergarten children handle their first school day well if the adults seem calm. Plan:

  • A calm start — maybe walk the route to school together
  • A familiar object in the bag (a teddy or simple keepsake)
  • Calm afterwards — don't book a leisure activity the same day
  • A positive conversation about the day — "what was the best part?"

The first weeks

Your child may be unusually tired, irritable, or quick to cry. That is normal. The school day takes much more mental energy than kindergarten. Tips:

  • Early bedtime — 8–10 hours of sleep is gold
  • A good breakfast — the body uses a lot of energy
  • Less screen time than usual
  • Ask the form teacher how the days are going, not just the child

Frequently asked questions

Should my child be able to draw their own name before starting school? It's an advantage, but not a requirement. The school teaches your child to write their name from year 1 — so don't drill so much that the child feels pressured. Security, practical self-reliance, and a good book habit matter more than a neatly written name.

What if my child does not speak good Norwegian when school starts? The school is required to offer separate Norwegian instruction (særskilt norskopplæring) to pupils who need it. Contact the municipality and the school early so they can assess the need before August. The child has the same right to a safe and supportive school environment regardless of language background.

What if our child does not seem ready to start school? As a rule, children start school the year they turn six. In some cases the start can be postponed by one year after a PPT expert assessment. This is strictly regulated and requires good grounds. Talk to the kindergarten and PPT as early as possible if you are concerned.

Can we keep our child home for a few weeks after school starts? No. Compulsory schooling applies from year 1, and absence must be agreed with the school under the municipality's absence rules. An exception can be made for illness or other weighty reasons, but not as a general "settling-in at home" period.

How do we prepare the child for SFO? SFO is usually more like kindergarten than the lessons themselves, and many children find it reassuring even when the classroom is challenging. Talk about SFO in advance, show the child where it is physically located in the school, and ask for an early visit if one is offered.

How should drop-offs look in the first weeks? Short and positive is best. Long goodbyes in the cloakroom often make it worse. Say clearly "I'll pick you up at X o'clock" and stick to it — that predictability gives the child security and helps them settle for the rest of the school day.