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Literacy-Related Play Activities and Preschool Staffs´ Strategies to Support Children’s Concept Development
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. (BUSS)ORCID-id: 0000-0002-3486-7986
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. (BUSS)ORCID-id: 0000-0003-2547-1100
2016 (engelsk)Inngår i: World Journal of Education, ISSN 1925-0746, E-ISSN 1925-0754, Vol. 6, nr 5Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study investigateslanguage-promoting strategies and support of concept development displayed bypreschool staffs´ when interacting with preschool children in literacy-relatedplay activities. The data analysed consisted of 39 minutes of video, selectedsystematically from a total of 11 hours of video material from six Swedishpreschool units. The selected sequences were play situations where preschoolstaff and child/children were present and teachers used strategies for creatinga high instructional climate. The results show that spontaneous play, dramaticplay, adult-initiated play and child-initiated play, as well as access toobjects or toys offer numerous opportunities in literacy-related playactivities to support children’s concept development. Results showed thatduring play activities, such events stimulated children’s language modellingand presented opportunities to increase the preschool children’s conceptdevelopment. However, more research is needed in this area, especiallyconcerning how preschool staffs´ participation, timing and sensitivity help supportchildren in literacy-related play activities.

sted, utgiver, år, opplag, sider
SAGE Open, 2016. Vol. 6, nr 5
Emneord [en]
emergent literacy, language, concept development, preschool staff
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
URN: urn:nbn:se:mdh:diva-27355DOI: 10.5430/wje.v6n5p49OAI: oai:DiVA.org:mdh-27355DiVA, id: diva2:782769
Prosjekter
Förskolan som barns språkmiljö
Forskningsfinansiär
Swedish Research Council, 2008-31337-61896-69Tilgjengelig fra: 2015-01-22 Laget: 2015-01-22 Sist oppdatert: 2018-12-17bibliografisk kontrollert
Inngår i avhandling
1. Förskolan - en arena för social språkmiljö och språkliga processer
Åpne denne publikasjonen i ny fane eller vindu >>Förskolan - en arena för social språkmiljö och språkliga processer
2015 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Title: Preschool – a social language environment and an arena for emergent literacy processes.

Author: Martina Norling

By focusing on preschool, as an arena for emergent literacy and language learning processes, this thesis put the lens on preschool staff´s approaches and strategies in the social language environment in Swedish preschools. Taking its point of departure in real preschool settings, the overall purpose of this thesis is to develop a greater understanding of this social language environment, with particular emphasis on the quality dimensions of strategies, such as the preschool staff´s sensitivity and approaches in the preschool environment. Two didactic issues are of special importance to the thesis: preschool staff´s descriptions of what kind of strategies and approaches they use in the social language environment as well as how preschool staff support children’s language learning processes in literacy-related activities.

The thesis consists of four articles aimed at capturing, variations of dimensions of preschool staff strategies as well as approaches that contribute to highlighting essential strategies for supporting children in the social language environment. The theoretical framework in this thesis consists of social constructivism (Vygotsky, 1997) and bioecological theory (Bronfenbrenner, 2005).

The four empirical studies in this thesis have made possible a mixed method design. The data production consists of questionnaires with questions regarding background information of the participants, observation instruments (scoring the quality of the social language environment), focus group interviews, video observations as well as a systematic literature review.

In this thesis, three dimensions of preschool staff strategies in social language environment emerged: play strategies, emotional strategies and communicative strategies. The social language environment in Swedish preschool can be described in terms of those three strategy dimensions and continuous interplay processes among children, peers and preschool staff, over time. The quality dimensions of strategies focus, on preschool staff efforts and children’s prerequisites of learning processes, rather than focusing on children’s individual performance.

Keywords: Preschool, social constructivism, bioecological theory, preschool staff, emergent literacy, social language environment, language learning processes

sted, utgiver, år, opplag, sider
Västerås: Mälardalen University, 2015
Serie
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 173
Emneord
Preschool, social constructivism, bioecological theory, preschool staff, emergent literacy, social language environment, language learning processes
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-27362 (URN)978-91-7485-184-7 (ISBN)
Disputas
2015-03-13, Alfa, Mälardalens högskola, Västerås, 13:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2015-01-23 Laget: 2015-01-23 Sist oppdatert: 2015-10-08bibliografisk kontrollert

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