Abstract
This study aimed to examine changes in the policy for transitional education from preschool to elementary school and their impact on the design and practice of the education system from the perspective of schoolification. It focused on the reform of the Swedish preschool class, which was made compulsory in 2018. To achieve this goal, a literature review and a field study were conducted. The analysis highlighted three main findings. (1) Following the reform of compulsory education, the process of schoolification was identified across all areas of the curriculum, evaluation, and practice within the preschool transitional education. (2) Schoolification progressed by clarifying previously unclear aspects of transitional education. (3) Schoolification occurred alongside policies promoting equal access to early childhood education and care for all children.
