mdh.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 38) Show all publications
Norling, M. & Magnusson, M. (Eds.). (2019). Att möta barns sociala språkmiljö i förskolan: flerdimensionella perspektiv (1ed.). Stockholm: Liber
Open this publication in new window or tab >>Att möta barns sociala språkmiljö i förskolan: flerdimensionella perspektiv
2019 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2019. p. 180 Edition: 1
National Category
Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-45291 (URN)978-91-47-12818-1 (ISBN)
Available from: 2019-09-23 Created: 2019-09-23 Last updated: 2019-09-25Bibliographically approved
Norling, M. (2019). En studie om hur förskollärare och lärare resonerar om undervisningens innehåll i relation till barns språk-, läs- och skrivutveckling i förskola och förskoleklass. Nordisk Barnehageforskning, 18(1), 1-16
Open this publication in new window or tab >>En studie om hur förskollärare och lärare resonerar om undervisningens innehåll i relation till barns språk-, läs- och skrivutveckling i förskola och förskoleklass
2019 (English)In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 18, no 1, p. 1-16Article in journal (Refereed) Published
Abstract [sv]

Förskola och förskoleklass har fått tydligare riktlinjer gällande barns språk-, läs- och skrivutveckling. Den här studiens syfte är att belysa hur förskollärare i förskola och lärare i förskoleklass resonerar kring undervisningens innhehåll i relation till barns språk-, läs- och skrivutveckling i förskola och förskoleklass. Resultatet utgår från fyra fokusgruppsintervjuer med tjugotre verksamma förskollärare och lärare i förskoleklass. Resultatet visar att barn erbjuds informella och formella strategier där innehåll i undervisningen kan relateras till läroplanernas målbeskrivningar samt Bartons (2007) ekologiska teori, så som språkpraktiker, textpraktiker och läspraktiker. Vidare visar resultatet att undervisning i båda verksamheterna behöver problematiseras och diskuteras i relation till verksamheten samt till barns läs- och skriftspråksutveckling. Det behövs fortsatt forskning inom området för att undersöka hur verksamheterna implementerar nya riktlinjer gällande språk-, läs- och skrivutveckling, i syfte att skapa förutsättningar för progression i språk-, läs- och skrivutveckling i övergången mellan förskola och förskoleklass

National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-45290 (URN)10.7577/nbf.2958 (DOI)
Available from: 2019-09-23 Created: 2019-09-23 Last updated: 2019-10-14Bibliographically approved
Norling, M. (2019). Från gester till texter – om barns förutsättningar för språk-, läs- och skrivlärande i förskolan. (1 upplaganed.). In: Martina Norling och Maria Magnusson (Ed.), Att möta barns sociala språkmiljö i förskolan – flerdimensionella perspektiv: (pp. 86-99). Stockholm: Liber
Open this publication in new window or tab >>Från gester till texter – om barns förutsättningar för språk-, läs- och skrivlärande i förskolan.
2019 (Swedish)In: Att möta barns sociala språkmiljö i förskolan – flerdimensionella perspektiv / [ed] Martina Norling och Maria Magnusson, Stockholm: Liber, 2019, 1 upplagan, p. 86-99Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2019 Edition: 1 upplagan
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-45292 (URN)9789147128181 (ISBN)
Available from: 2019-09-23 Created: 2019-09-23 Last updated: 2019-09-25Bibliographically approved
Norling, M. (2018). Social language environment -  preschool teacher´s didactic strategies to support multilingual children´s language and literacy learning in play activities.: Paper presentation vid  eget ordnat symposium (Chair). Multilingualism and conditions for emergent literacy development in early childhood education: Discussing Collaboration, participation and pedagogical practices.. In: Early childhood eduction, families and communities: . Paper presented at European Early Childhood Education Research association (EECERA).
Open this publication in new window or tab >>Social language environment -  preschool teacher´s didactic strategies to support multilingual children´s language and literacy learning in play activities.: Paper presentation vid  eget ordnat symposium (Chair). Multilingualism and conditions for emergent literacy development in early childhood education: Discussing Collaboration, participation and pedagogical practices.
2018 (English)In: Early childhood eduction, families and communities, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The overall aim is to develop strategies and knowledge about multilingual children’s conditions to learn Swedish as well as literacy skills in Swedish preschools. This presentation highlights preschool teacher’s didactic strategies to support multilingual children’s language and literacy learning in preschool play- activities.

Relationship to previous research works

This paper presentation refers to an ongoing research project with the character of an action research project. The research project has been carried out in collaboration between the researcher and eighteen preschool teachers in Sweden.

Theoretical and conceptual framework

Starting from a social constructivist perspective with focus on the strategies employed by preschool teachers to support multilingual children’s language learning in play-activities, the data analyses are based on the theoretical foundations of bioecological and sociocultural theory (Barton, 2007; Bronfenbrenner, 1999; Vygotsky, 1962).

Paradigm, methodology and methods

The study has a mixed methods design where qualitative data were derived from the preschool teachers descriptions of their didactic strategies in supporting multilingual children, as well as quantitative data scoring eighteen dimensions of strategies in play-activities,  by using the scoring and  analysis tool, Social Language Environment - Domain, SLE-D (Norling, 2015).

Ethical Considerations

The study was carried out in accordance with the ethical principles of social sciences research (Ministry of Education and Research, 2017).

Main finding or discussion

Results regarding preschool staff’s descriptions and scored strategies to support multilingual children’s language and literacy learning in preschool play- activities will be presented.

Implications, practice or policy

This paper will contribute to a better understanding of how preschool teachers develop didactic strategies to support multilingual children’s language and literacy learning in preschool play- activities.

Keywords: social language environment, emergent literacy, multilingual, preschool, and play

 

 

National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-41096 (URN)
Conference
European Early Childhood Education Research association (EECERA)
Available from: 2018-09-30 Created: 2018-09-30 Last updated: 2018-10-01Bibliographically approved
Norling, M. (2018). Strategier för barns språklärande. In: : . Paper presented at Flerspråkighet i fokus – förskola, Gothia fortbildning den 18 – 19 april, 2018, Stockholm, Sverige..
Open this publication in new window or tab >>Strategier för barns språklärande
2018 (Swedish)Conference paper, Oral presentation with published abstract (Other (popular science, discussion, etc.))
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-41097 (URN)
Conference
Flerspråkighet i fokus – förskola, Gothia fortbildning den 18 – 19 april, 2018, Stockholm, Sverige.
Available from: 2018-09-30 Created: 2018-09-30 Last updated: 2019-10-14Bibliographically approved
Norling, M. & Sandberg, G. (2018). Swedish preschool teachers perspectives on multilingual children´s emergent literacy development. World Journal of Educational Research, 5(1), 1-18
Open this publication in new window or tab >>Swedish preschool teachers perspectives on multilingual children´s emergent literacy development
2018 (English)In: World Journal of Educational Research, ISSN 2375-9771, E-ISSN 2333-5998, Vol. 5, no 1, p. 1-18Article in journal (Refereed) Published
Abstract [en]

This study is a part of a small research project designed as action research project. The aim of this study in which six preschool teachers participated in focus group interviews, is to increase understanding about preschool teachers’ didactic work to create conditions for multilingual children’s emergent literacy development in preschool. The preschool teachers’ descriptions show that multilingualism is seen as part of everyday life and not for specific occasions. In the analysis of the preschool teachers’ statements, four important conditions for literacy development emerge; learning environment, language practices, text practices and play activities. In terms of support for multilingual children, preschool teachers say that cooperation with parents has a significant role for children’s emergent literacy development.

This study highlights the importance of paying attention to multilingual children’s emergent literacy processes already in preschool.

National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-45305 (URN)10.22158/wjer.v5n1p1 (DOI)
Available from: 2019-09-25 Created: 2019-09-25 Last updated: 2019-09-26Bibliographically approved
Norling, M. & Sandberg, G. (2018). Swedish preschool teachers perspektives on multilingual children´s emergent literacy development. World Journal of Educational Research, 5(1)
Open this publication in new window or tab >>Swedish preschool teachers perspektives on multilingual children´s emergent literacy development
2018 (English)In: World Journal of Educational Research, ISSN 2375-9771, E-ISSN 2333-5998, Vol. 5, no 1Article in journal (Refereed) Published
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-41095 (URN)10.22158/wjer.v5n1p1 (DOI)
Available from: 2018-09-30 Created: 2018-09-30 Last updated: 2018-10-01Bibliographically approved
Norling, M. (2018). "Vem släckte lampan?. In: : . Paper presented at Pedagogisk omsorg i fokus familjedaghem 2018, Gothia fortbildning den 31 maj – 1 juni, 2018. Stockholm, Sverige..
Open this publication in new window or tab >>"Vem släckte lampan?
2018 (Swedish)Conference paper, Oral presentation with published abstract (Other (popular science, discussion, etc.))
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-41098 (URN)
Conference
Pedagogisk omsorg i fokus familjedaghem 2018, Gothia fortbildning den 31 maj – 1 juni, 2018. Stockholm, Sverige.
Available from: 2018-09-30 Created: 2018-09-30 Last updated: 2019-10-14Bibliographically approved
Norling, M. (2017). Children and multilingual children´s conditions in language and literacylearning in preschool, preschool-class and primary school. In: : . Paper presented at NERA 45th Congress (Congress of the Nordic Educational Research Association) 23 -25 mars 2017, Köpenhamn, Danmark..
Open this publication in new window or tab >>Children and multilingual children´s conditions in language and literacylearning in preschool, preschool-class and primary school
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36498 (URN)
Conference
NERA 45th Congress (Congress of the Nordic Educational Research Association) 23 -25 mars 2017, Köpenhamn, Danmark.
Available from: 2017-09-21 Created: 2017-09-21 Last updated: 2018-12-14Bibliographically approved
Norling, M. & Sandberg, G. (2017). Förskollärares och lärares perspektiv på flerspråkiga barns språk-, skriv- och läsutveckling. (33ed.). In: M. Heikkilä & A. Lillvist (Ed.), Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt. Västerås: Mälardalen Studies in Educational Sciences
Open this publication in new window or tab >>Förskollärares och lärares perspektiv på flerspråkiga barns språk-, skriv- och läsutveckling.
2017 (Swedish)In: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt / [ed] M. Heikkilä & A. Lillvist, Västerås: Mälardalen Studies in Educational Sciences , 2017, 33Chapter in book (Refereed)
Place, publisher, year, edition, pages
Västerås: Mälardalen Studies in Educational Sciences, 2017 Edition: 33
Series
Mälardalen Studies in Educational Sciences ; 33
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36497 (URN)978-91-7485-333-9 (ISBN)
Projects
Mälardalens kompetensutveckling för lärande (MKL)
Available from: 2017-09-21 Created: 2017-09-21 Last updated: 2017-10-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3486-7986

Search in DiVA

Show all publications