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Engagement and emergent literacy practices in Swedish preschools
Jönköping University, School of Education and Communication, HLK, CHILD.ORCID iD: 0000-0002-3486-7986
Mälardalen University.
Mälardalen University.
2015 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, no 5, 619-634 p.Article in journal (Refereed) Published
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Abstract [en]

Children's ability to express thoughts, ideas, and needs is vital to their full participation in a democratic society. In the preschool environment, multiple opportunities to engage in emergent literacy practices may stimulate this ability. The study used an ecological development approach to investigate the language environment in Swedish preschools, focusing on the relationships among seven classroom quality dimensions. Children's engagement was measured by observing their active participation in emergent literacy practices. The results showed that positive climate, instructional learning formats and language modeling were the most significant contributors to engagement in emergent literacy practices. To conclude, children's engagement in emergent literacy practices seems to benefit from a positive climate and needs and uses instructional discussions and activities in the everyday situations in preschool.

Place, publisher, year, edition, pages
2015. Vol. 23, no 5, 619-634 p.
Keyword [en]
preschool engagement, preschool quality, emergent literacy, language, social environment
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-28777DOI: 10.1080/1350293X.2014.996423ISI: 000365605600004Scopus ID: 2-s2.0-84948580089OAI: oai:DiVA.org:hj-28777DiVA: diva2:889754
Available from: 2015-12-28 Created: 2015-12-28 Last updated: 2017-02-21Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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  • vancouver
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More styles
Language
  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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