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  • 1.
    Norling, Martina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Literacy-Related Play Activities and Preschool Staffs´ Strategies to Support Children’s Concept Development2016In: World Journal of Education, ISSN 1925-0746, E-ISSN 1925-0754, Vol. 6, no 5Article in journal (Refereed)
    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.

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