为了解传统上注重自由与游戏并反对“小学化”的国家——挪威的教师对于入学准备的看法，本研究通过问卷和半结构化访谈调查了挪威幼儿园教师对于入学准备的观念。研究发现：挪威幼儿园教师认同小学应该为儿童做好准备，更甚于儿童应为小学做好准备。对于儿童的入学准备，教师认为幼儿园所能获得的能力、知识与技能比为小学所需要的能力、知识与技能更重要，其中教师最为重视入学前儿童的情感和社会性技能、身体运动能力（尤其是自理能力）的发展。教师通过日常的活动安排和专门为5岁儿童组织的“学前班”帮助儿童做好入学准备。借鉴布朗芬布伦纳发展生态学的理论视角，挪威幼儿园教师入学准备观念的形成受到一些因素的影响：教师自身经验、所在幼儿园、儿童、小学、家长、课程纲要。

This study aims to know how the Norwegian kindergarten teachers understand school-readiness by using questionnaire and semi-structured interview. The study finds that Norwegian kindergarten teachers recognize that primary school should be ready for children rather than children be ready for school. Concerning being ready for school, kindergarten teachers think competences and skills gained from kindergarten are more important than those characterized in primary school. Amongst the most important are children’s emotional and social development, body and movement development (especially the self-helping skills). Teacher prepare children for school through daily education and care activities, and also “pre-school” organized for the five-year-old children. Under the perspective of Bronfenbrenner’s theory, Norwegian kindergarten teachers’ understandings about school-readiness are affected by certain influences: teacher’s own experience, the kindergarten, children, primary school, parents and curriculum guidelines.