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Preschool staff´s view of emergent literacy approaches in Swedish preschools
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Högskolan för lärande och kommunikation, Jönköping. (Child)ORCID iD: 0000-0002-3486-7986
2014 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 184, no 4, 571-588 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2014. Vol. 184, no 4, 571-588 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mdh:diva-21796DOI: 10.1080/03004430.2013.800511Scopus ID: 2-s2.0-84891748471OAI: oai:DiVA.org:mdh-21796DiVA: diva2:653801
Funder
Swedish Research Council, 2008-31337-61896-69
Available from: 2013-10-06 Created: 2013-10-06 Last updated: 2015-02-05Bibliographically approved
In thesis
1. Förskolan - en arena för social språkmiljö och språkliga processer
Open this publication in new window or tab >>Förskolan - en arena för social språkmiljö och språkliga processer
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
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

Place, publisher, year, edition, pages
Västerås: Mälardalen University, 2015
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 173
Keyword
Preschool, social constructivism, bioecological theory, preschool staff, emergent literacy, social language environment, language learning processes
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-27362 (URN)978-91-7485-184-7 (ISBN)
Public defence
2015-03-13, Alfa, Mälardalens högskola, Västerås, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2015-01-23 Created: 2015-01-23 Last updated: 2015-10-08Bibliographically approved

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