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Förskolan - en arena för social språkmiljö och språkliga processer
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0002-3486-7986
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 [en]
Preschool, social constructivism, bioecological theory, preschool staff, emergent literacy, social language environment, language learning processes
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
URN: urn:nbn:se:mdh:diva-27362ISBN: 978-91-7485-184-7 (tryckt)OAI: oai:DiVA.org:mdh-27362DiVA, id: diva2:783021
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
Delarbeid
1. Preschool staff´s view of emergent literacy approaches in Swedish preschools
Åpne denne publikasjonen i ny fane eller vindu >>Preschool staff´s view of emergent literacy approaches in Swedish preschools
2014 (engelsk)Inngår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 184, nr 4, s. 571-588Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study aims to investigate preschool staff's view of emergent literacy approaches in Swedish preschools with the following research question: How do preschool staff describe and explain the approaches they use in the emergent literacy environment of preschool? Focus-group interviews were conducted with 52 participating preschool units. Manifest content analyses were used and the interviews were systematically analysed relying on socio-cultural theory and the ecological development approach [Barton, D. (2007). Literacy an introduction to the ecology of written language. London: Blackwell; Vygotsky, L. S. (1962). Thought and language. Boston, MA: MIT Press], in accordance with Whitehurst and Lonigan's [1998. Child development and emergent literacy. Child Development, 69, 844-872] components of emergent literacy. The results show that preschool staff apply both outside-in and inside-out approaches; however, outside-in approaches such as play and supportive communication are described most frequently in the focus-group interviews.

HSV kategori
Identifikatorer
urn:nbn:se:mdh:diva-21796 (URN)10.1080/03004430.2013.800511 (DOI)2-s2.0-84891748471 (Scopus ID)
Forskningsfinansiär
Swedish Research Council, 2008-31337-61896-69
Tilgjengelig fra: 2013-10-06 Laget: 2013-10-06 Sist oppdatert: 2017-12-06bibliografisk kontrollert
2. Engagement and emergent literacy practices in Swedish preschools
Åpne denne publikasjonen i ny fane eller vindu >>Engagement and emergent literacy practices in Swedish preschools
2015 (engelsk)Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, nr 5, s. 619-634Artikkel i tidsskrift (Fagfellevurdert) Published
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.

sted, utgiver, år, opplag, sider
Routledge, 2015
Emneord
preschool engagement; preschool quality; emergent literacy; language;
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-27353 (URN)10.1080/1350293X.2014.996423 (DOI)000365605600004 ()2-s2.0-84948580089 (Scopus ID)
Prosjekter
Förskolan som barns språkmiljö
Forskningsfinansiär
Swedish Research Council, 2008-31337-61896-69
Tilgjengelig fra: 2015-01-22 Laget: 2015-01-22 Sist oppdatert: 2019-11-01
3. Language Learning in Outdoor Environments: Perspectives of preschool staff
Åpne denne publikasjonen i ny fane eller vindu >>Language Learning in Outdoor Environments: Perspectives of preschool staff
2015 (engelsk)Inngår i: Nordisk Barnehageforskning : Nordic Early Childhood Education Research, ISSN 1890-9167, Vol. 9, nr 1, s. 1-16Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-29137 (URN)10.7577/nbf.749 (DOI)
Tilgjengelig fra: 2015-09-25 Laget: 2015-09-25 Sist oppdatert: 2015-10-08bibliografisk kontrollert
4. Literacy-Related Play Activities and Preschool Staffs´ Strategies to Support Children’s Concept Development
Åpne denne publikasjonen i ny fane eller vindu >>Literacy-Related Play Activities and Preschool Staffs´ Strategies to Support Children’s Concept Development
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
Emneord
emergent literacy, language, concept development, preschool staff
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-27355 (URN)10.5430/wje.v6n5p49 (DOI)
Prosjekter
Förskolan som barns språkmiljö
Forskningsfinansiär
Swedish Research Council, 2008-31337-61896-69
Tilgjengelig fra: 2015-01-22 Laget: 2015-01-22 Sist oppdatert: 2018-12-17bibliografisk kontrollert

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