Improving pupils' language and literacy development : assets and obstacles in school-age educare center

• The aim of this paper is to shed light on how the school-age educare centers can contribute to pupils' language and literacy development and to discuss the assets and obstacles that are found in an ongoing study at a multilingual, multicultural K-5 school. This study is oriented towards how the content in the school-age educare centers and how the staff in the centers acts and relates, specifically in relation to pupils' language and literacy development. The theoretical framework is based on research on school-age educare centers, sociocultural perspective on learning, and language and literacy development. The empirical data are generated through field notes, recordings from recurring research circles where the pedagogues together with researcher discuss their practice, and recorded group and individual interviews. The results indicate both obstacles and assets with leadership, interpretation of curriculum, contents and methods in the school-age educare centers. It seems important that the pedagogues' skills and knowledge is expressed and treated accordingly and that there also are possibilities to improvement when needed. Dilemmas concerning the pedagogues' different ways of acting and relating to the new and growing task to stimulate pupils' language and literacy development can relate to the local organization, the signals from the principal and the position the pedagogues in the centers take and receive.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

pedagogiskt arbete

educational work

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)