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Engagement and emergent literacy practices in Swedish preschools
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (BUSS)ORCID iD: 0000-0002-3486-7986
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (BUSS)ORCID iD: 0000-0001-9475-2497
Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. (ChiP)ORCID iD: 0000-0002-6223-1109
2015 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, no 5, 619-634 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Routledge, 2015. Vol. 23, no 5, 619-634 p.
Keyword [en]
preschool engagement; preschool quality; emergent literacy; language;
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-27353DOI: 10.1080/1350293X.2014.996423ISI: 000365605600004Scopus ID: 2-s2.0-84948580089OAI: oai:DiVA.org:mdh-27353DiVA: diva2:782755
Projects
Förskolan som barns språkmiljö
Funder
Swedish Research Council, 2008-31337-61896-69
Available from: 2015-01-22 Created: 2015-01-22 Last updated: 2017-09-27
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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Norling, MartinaSandberg, AnetteAlmqvist, Lena

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