En studie om hur förskollärare och lärare resonerar om undervisningens innehåll i relation till barns språk-, läs- och skrivutveckling i förskola och förskoleklass

Abstract

Abstract: Swedish preschools and preschool classes have been given more precise guidelines regarding learning opportunities for children’s emergent literacy and language development. The purpose of this study is to investigate how preschool teachers in preschools, and teachers in preschool classes reasoning about the content of teaching in relation to language, reading and writing development. The results refer to four focus-group interviews with twenty-three preschool teachers. In particular they show that children are offered both informal and formal strategies. The preschool teachers’ and teachers’ statements can be related to the curricular goals and objectives, as well as to Barton’s (2007) ecological theory, in particular to such concepts as language practices, text practices and reading practices. Continued research is needed in the area, how preschools and preschool classes implement the new guidelines.

Keywords: emergent literacy, social language environment, preschool, preschool class