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This study is interested in teachers’ use of digital technology for differentiation of teaching in early school years, focusing in particular on teaching reading and writing. The study is qualitative in nature and is based on field studies in grade 2 (aged eight), along with focus groups involving teachers who work with and around pupils. Two research questions have served as a guideline for the study:  1. What characterises teachers’ experiences and didactic usage of digital technology when teaching children (to read and write), and 2. How is digital technology used to promote different dimensions of reading and writing processes? The results show that teachers use digital technology to differentiate teaching in various ways; by illustrating, motivating, individualising and making the didactic content accessible, for example. Digital technology is used when teaching children to read and write in order to promote both individual skills and activities promoting communication and creating meaning. Digital technology appears to provide opportunities for teachers to offer particular support within the classroom framework and offer pupils tasks at custom levels, thereby helping to provide a more inclusive didactic space. This study highlights teachers’ somewhat ambivalent approach and balancing of different didactic choices in relation to digital technology.

The aim of this article is, in a chronological perspective, to identify, discuss and problematise concepts for children’s ‘problems’ in compulsory school and the contexts in which they have been categorised and used. To clarify the categorisation in context, the article is based on a previous study on categorisation in Swedish youth education from a historical perspective. School health reports from the 1940s to the 1980s in this document study constituted the empirical data material on which the discussion in this article is based. An ecological model of analysis was used with the main analytical tools: concept use, curricula, documentation routines, experts and educational support measures. The various tools elucidate the context to which the categorisation may be related, and show that social, cultural, medical and psychological influences contributed to what were identified, observed and documented as children’s ‘problems’ at school from the school health services’ point of view. On the basis of the empirical study and the components pinpointed by the analytical tool, present-day terminology of children’s ‘problems’ in Swedish schools today is discussed and problematised. © 2020, © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Early reading and writing skills are important in order to develop and succeed, both in school and later on in life. The aim of this study was to shed light on influential factors on children's reading and writing development from the perspective of parents. Bronfenbrenner's bioecological model for human development was adopted as a theoretical framework. The researchers made use of retrospective life-history oriented interviews with 27 parents conducted as part of a larger research project in Sweden. In the interviews, the parents described factors that can be interpreted as being influential. A thematic analysis technique generated nine themes: Child's abilities and engagement; Genetics and parents' abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; and Extra support provisions and stimulation. Implications are discussed.

The aim of this study is to gain a deeper understanding of teachers’ perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1. Focus group interviews were conducted with 17 teachers who work in preschool classes and in grade 1. The teachers’ perspectives on reading and writing can be characterised as balanced, in the sense that the teachers describe how they work with both the technical and the learning-oriented dimension. The number of different languages spoken in their classes is regarded in a positive manner, but it also leads to major challenges, such as not having enough time for all of the pupils and not having sufficient knowledge of multilingualism.

The aim of this study was to shed light on influential factors on children’s reading and writing development from the perspective of parents. Retrospective interviews with 27 parents of preschoolers obtained from a research project were used. Bronfenbrenner’s bioecological model for human development and the PPCT-model were adopted as a theoretical framework. Extracts about children’s reading and writing development were obtained from the interviews. A thematic analysis was used and generated nine themes (preliminary results): Children’s abilities and engagement; Genetics and parents abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; Extra support provisions and stimulation. This study shows that factors related to the child, processes at home, in preschool and in preschool class and time can influence children’s reading and writing development. It also showed that parents can be a valuable knowledge source in Nordic (special) education research.

Syftet med det här kapitlet är att fördjupa förståelsen av lärares förhållningssätt och didaktiska strategier för att främja alla barns lärande i läsning och skrivning i grundskolans årskurs 1. Kvalitativa intervjuer genomfördes med 18 lärare som arbetar som klasslärare för årskurs 1-3. Lärarnas perspektiv på läsning och skrivning kan beskrivas som pluralistisk, i den mening att varje lärare hänvisar till flera strategier och metoder för att främja lärande och utveckling relaterade till läsning och skrivning. Variationen av barn tycks ge mening åt lärarnas arbete, även om det också är förknippat med utmaningar, så till exempel erfarenheten av att vara ensam i klassrummet och inte räcka till för att stödja alla barn med olika förmågor, erfarenheter och behov. Enligt det som beskrivs av lärarna i studien kan det specialpedagogiska stödet beskrivas som åtgärdande snarare än förebyggande, då resurserna huvudsakligen riktas mot äldre elever.

Vad vet vi om hur barn erfar och upplever skolstart, det vill säga övergången mellan de två skolformerna förskoleklass och grundskolans årskurs 1? I detta kapitel presenteras och diskuteras några resultat från en större etnografisk fallstudie med ett särskilt fokus på barnens perspektiv. Resultaten grundas på intervjuer med 23 barn före och efter skolstart och på observerade undervisningssituationer i förskoleklass och årskurs 1. Forskning bland barn kräver speciella etiska överväganden, till exempel hur man undviker frågor som påverkar barns ställning som sårbara i något avseende. Resultaten visar att det finns stora skillnader mellan olika barns perspektiv på övergången till årskurs 1, både i förhållande till sociala och akademiska aspekter. Resultaten understryker värdet av att ta del av och uppmärksamma vad som uttrycks explicit och implicit av olika barn. Att ta del av och hänsyn till barns olika röster och uttryck är väsentligt för forskning och utbildning som strävar efter lärmiljöer där alla barn lär och känner sig delaktiga.

This study is a part of a small research project designed as action research project. The aim of this study in which six preschool teachers participated in focus group interviews, is to increase understanding about preschool teachers’ didactic work to create conditions for multilingual children’s emergent literacy development in preschool. The preschool teachers’ descriptions show that multilingualism is seen as part of everyday life and not for specific occasions. In the analysis of the preschool teachers’ statements, four important conditions for literacy development emerge; learning environment, language practices, text practices and play activities. In terms of support for multilingual children, preschool teachers say that cooperation with parents has a significant role for children’s emergent literacy development.

This study highlights the importance of paying attention to multilingual children’s emergent literacy processes already in preschool.