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Teacher´s Perspective on Early Writing in The Swedish Preschool class
Mälardalen University, School of Education, Culture and Communication. 670709-1408. (BUSS)
2018 (English)In: Teacher Perspective on Early Writing in The Swedish Preschool Class, 2018Conference paper, Oral presentation with published abstract (Other (popular science, discussion, etc.))
Abstract [en]

The purpose of this study is to deepen knowledge of how teachers in preschool classes work to promote emergent writing. Empirical data was collected from interviews with twelve teachers working in preschool classes in seven different Swedish municipalities. These teachers express two different views regarding the importance of challenging, stimulating and guiding children to develop their writing skills. One approach places great weight on working to develop creative and functional writing based on the child’s own interests, life experiences and level of knowledge. The other approach is primarily characterised by working on technical abilities; forming letters of the alphabet and developing the child’s phonological awareness. Teachers utilise various support strategies to develop children’s writing skills. These encompass everything from individual and group discussion with children to the use of various artefacts in the teaching environment. The support teachers offer children can be divided into high-level and low-level.

Place, publisher, year, edition, pages
2018.
Keywords [en]
preschool class, scaffolding, teacher´s perspective, teaching writing, zone of proximal development
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-41054OAI: oai:DiVA.org:mdh-41054DiVA, id: diva2:1251859
Conference
European Conferens on Educational Research ECER, Boloza, Italy, 2018-09-04
Available from: 2018-09-28 Created: 2018-09-28 Last updated: 2018-10-26Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Language
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  • sv-SE
  • Other locale
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  • asciidoc
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