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“When you give them a pencil they often say they’re writing”  ̶  Preschool teachers’ categorisation of written language work with toddlers
Jönköping University, School of Education and Communication, HLK, School Based Research, Preschool Education Research.ORCID iD: 0000-0001-6100-6201
Linköping University, Sweden.
2016 (English)In: Australasian Journal of Early Childhood, ISSN 0312-5033, Vol. 41, no 1, 90-99 p.Article in journal (Other academic) Published
Abstract [en]

The Swedish preschool curriculum was revised in 2010 and introduced more emphasis on literacy development for very young children. In exploring how educators approach and understand these changes to the curriculum, we drew on focus group interviews with 10 preschool teams working with toddlers. As the educators talked about their work with written language with toddlers, they identified a range of activities from their everyday practice that categorised written language in various ways. As well as reporting on what the teachers said, this paper also shows how they participated in the focus groups, showing hesitancy in some cases and using categorisations, contrasts and active voicing as they shared their perspectives. The study’s findings suggest that early childhood educators would benefit from engaging more deeply in theories of literacy that align with early childhood education. This will enable them to theorise from their practice and to articulate their understandings and practice within their teams and to others.

Place, publisher, year, edition, pages
2016. Vol. 41, no 1, 90-99 p.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-26424ISI: 000382532800012OAI: oai:DiVA.org:hj-26424DiVA: diva2:809846
Available from: 2015-05-05 Created: 2015-05-05 Last updated: 2017-01-09Bibliographically approved
In thesis
1. Små barns tecken- och meningsskapande i förskola: Multimodalt görande och teknologi
Open this publication in new window or tab >>Små barns tecken- och meningsskapande i förskola: Multimodalt görande och teknologi
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Young children’s sign- and meaning making processes in preschool : Exploring multimodal language and interactions with technology
Abstract [en]

This thesis explores how activities that young children are engaged in within the preschool environment, can be understood in terms of early language and literacy processes. The overall aim is to construct knowledge about young children’s spontaneous sign processes as well as meaning making and early literacy processes in preschool. A wider aim is to contribute to the theoretical understanding of young children’s multimodal use of language. More specifically, there is an interest to show how preschool educators describe and analyse young children’s literacy and how young children construct language in interaction with other children and technology. The overall theoretical view of is a social constructionist perspective of language and knowledge. Young childrens’ early literacy is seen from Early Childhood Literacy and multimodal views. The results are presented in four studies that together construct knowledge about the overall aim. The first two studies, based on focus groups, give insight into preschool educators’ views, and professional language about young children’s literacy. Young children’s interactions with each other and an interactive board (IWB), were then explored by video recordings in the third and fourth studies. The interactions are discussed in relation to sign- and meaning making, imagination and creativity. The professional language of Swedish preschool educators is eventually discussed as a dialogism of earlier theoretical and leading voices. The use of concepts such as bodily alliterations and pictographic writing are proposed as ways to expand the theoretical approach to young children’s literacy processes in preschool.

By observing childrens interactions and view their bodily activities and their use of resources as doing literacy- and language their literacy could be challenged in preschools in its own right, and seen as literacy education.

Place, publisher, year, edition, pages
Jönköping: School of Education and Communication, Jönköping University, 2015. 142 p.
Series
Doktorsavhandlingar från Högskolan för lärande och kommunikation, ISSN 1652-7933 ; 30
Keyword
young preschoolers, meaning making, literacy, multimodality, preschool, technology
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-26423 (URN)978-91-628-9439-9 (ISBN)978-91-628-9449-5 (digital) (ISBN)
Public defence
2015-06-04, HJ-aulan, Högskolan för lärande och kommunikation, Gjuterigatan 5, Jönköping, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2015-05-05 Created: 2015-05-05 Last updated: 2015-10-13Bibliographically approved

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