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Faktorer som influerar barns språk-, läs- och skrivutveckling i didaktiska rum med särskilt fokus på föräldrar
Mälardalen University, School of Education, Culture and Communication. (Barn och unga i skola och sammhälle (BUSS))ORCID iD: 0000-0002-5410-4361
2024 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this summary thesis is to shed light on influential factors on children’s language, reading and writing development in didactic rooms, with a particular attention to parental influences. The summary thesis comprises three studies with aims and research questions related to the overall aim. The theoretical framework includes the Bioecological model for human development and the Person-Process-Context-Time model. In study 1, extracts from retrospective life-history oriented interviews with parents (N=27) constituted the data. In study 2, qualitative interviews with parents (N=11), all mothers, were conducted. In these two studies, thematic analyses were used. Study 1 generated nine themes. These themes reflect influential factors on children’s language, reading and writing development at home, in preschool and preschool class: 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. Study 2 generated six themes reflecting influential factors on children’s language, reading and writing development, as well as general parental support to children in school grade 1: Talk with children about school; Handle school-related problems; Have a positive attitude towards school; Guide children’s reading and writing; Coach specific training; and Collaborate with school staff about children’s reading homework. In study 3, research articles (N=106) were identified and included in a literature review. The review had nine interconnected phases and comprised a qualitative inductive content analysis. Study 3 generated 11 categories which constitute valuable reading aloud sessions at home, in preschool and school: Choose a place, book and extra material; Ensure appropriate group constellation; Support transition and create a routine; Consider when, how often and for how long; Communicate expectations and encourage engagement; Read in an appealing way and provide explanations; Include dialogues; Teach how to read; Encourage cosiness and empathy; Incorporate movement and play; and Cooperate with one another. The synthesis of the results reveals through which interactions, with which people, with which objects, in which settings and occurring situations, and during which time, children’s language, reading and writing development are being influenced. In all three studies, guiding principles set by the Swedish Research Council have been followed. Influential factors in didactic rooms at home, in preschool and school, as well as implications, limitations and suggestions for further research, are discussed. The summary thesis has relevance for parents, teachers in preschool and school, and politicians, as well as others interested in children’s language, reading and writing development. 

Place, publisher, year, edition, pages
Västerås: Mälardalens universitet, 2024. , p. 126
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 416
Keywords [en]
bioecological model; children’s reading and writing development; content analysis; early childhood education and care; early years; grade 1; influential factors; parent perspective; preschool; preschool class; PPCT-model; reading aloud; thematic analysis 
National Category
Social Sciences Other Social Sciences not elsewhere specified
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-68410ISBN: 978-91-7485-679-8 (print)OAI: oai:DiVA.org:mdh-68410DiVA, id: diva2:1896751
Public defence
2024-10-31, Lambda, Mälardalens universitet, Västerås, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2024-09-19 Created: 2024-09-11 Last updated: 2024-10-10Bibliographically approved
List of papers
1. Influential factors on children's reading and writing development: the perspective of parents in a Swedish context
Open this publication in new window or tab >>Influential factors on children's reading and writing development: the perspective of parents in a Swedish context
2020 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 190, no 16, p. 2520-2532Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020
Keywords
Children, parent perspective, preschool, preschool class, reading and writing development, thematic analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-50682 (URN)10.1080/03004430.2019.1590348 (DOI)000472418900001 ()2-s2.0-85063042254 (Scopus ID)
Available from: 2020-09-18 Created: 2020-09-18 Last updated: 2024-09-11Bibliographically approved
2. Vad mammor beskriver att de gör för att stödja sina barn i årskurs 1, med ett särskilt fokus på läs- och skrivutveckling
Open this publication in new window or tab >>Vad mammor beskriver att de gör för att stödja sina barn i årskurs 1, med ett särskilt fokus på läs- och skrivutveckling
2023 (Swedish)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 2, p. 33-60Article in journal (Refereed) Published
Abstract [en]

The purpose of the study is to contribute with knowledge about what mothers describe doing to support their children in grade 1. The research questions are as follows: What do the mothers do to support their children’s education on a general level? What do the mothers do to specifically support their children’s reading and writing development? Eleven parents (all mothers) participated. Interviews were analysed thematically, whereby six themes addressing their support were identified: 1) Talk with children about school; 2) Handle school-related problems; 3) Have a positive attitude towards school; 4) Guide children’s reading and writing; 5) Coach specific training; and 6) Collaborate with school staff about children’s reading homework. The bioecological model for human development constitutes a theoretical frame and an understanding of what influences children’s development, for example, parents’ support to children’s reading and writing development. It provided useful concepts (e.g., microsystem, proximal processes, mesosystem, and chronosystem) for a discussion of the themes. The study is relevant for prospective and professional teachers in early grades, special needs teachers, other school staff, principals, policymakers, and parents.

Keywords
children’s education, children’s reading and writing, grade 1, parent perspective, thematic analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-68396 (URN)10.24834/educare.2023.2.816 (DOI)
Available from: 2024-09-10 Created: 2024-09-10 Last updated: 2024-09-20Bibliographically approved
3. Promoting children’s early language development through reading aloud sessions at home, in preschool, and school: A literature review
Open this publication in new window or tab >>Promoting children’s early language development through reading aloud sessions at home, in preschool, and school: A literature review
(English)Manuscript (preprint) (Other academic)
National Category
Didactics
Identifiers
urn:nbn:se:mdh:diva-68431 (URN)
Available from: 2024-09-11 Created: 2024-09-11 Last updated: 2024-09-20Bibliographically approved

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Axelsson, Annika

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