Abstract
The transition between kindergarten and school life has long been an international focus. In Denmark, political attention is given to the idea of community as a key element to children’s wellbeing in general and during times of transition in particular. Inspired by sociological theories we set out to explore the ambivalence of community. We analyse how kindergarten teachers and children navigate dilemmas between sameness and difference in a Danish experimental project that aims to ease the transition between kindergarten and school by encompassing the need for a cohesive class community whilst accommodating the uniqueness and individual needs of the children.