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Language Learning in Outdoor Environments: Perspectives of preschool staff
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Jönköping University, Sweden. (Barn och unga i skola och samhälle)ORCID iD: 0000-0002-3486-7986
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (Barnpedagogiska kollegiet)ORCID iD: 0000-0001-9475-2497
2015 (English)In: Nordisk Barnehageforskning : Nordic Early Childhood Education Research, ISSN 1890-9167, Vol. 9, no 1, 1-16 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2015. Vol. 9, no 1, 1-16 p.
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-29137DOI: 10.7577/nbf.749OAI: oai:DiVA.org:mdh-29137DiVA: diva2:856912
Available from: 2015-09-25 Created: 2015-09-25 Last updated: 2015-10-08Bibliographically 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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Norling, MartinaSandberg, Anette

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