| 1. |
- Alatalo, Tarja, 1961-, et al.
(författare)
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Preschool teachers’ perceptions about read-alouds as a means to support children’s early literacy and language development
- 2021
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Ingår i: Journal of Early Childhood Literacy. - : SAGE Publications. - 1468-7984 .- 1741-2919. ; :3, s. 413-435
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Tidskriftsartikel (refereegranskat)abstract
- This study examined active Swedish preschool teachers’ thoughts and perceptions in terms of read-alouds as a tool to support children’s language and literacy development. The research question was “How and for what purpose do preschool teachers say that they organize read-alouds in preschool?” Three focus group interviews were conducted with five preschool teachers from different preschools in each group. The findings reflect traditions that influence preschool education, and the general picture is that teachers’ personal and practical knowledge informs their daily teaching. The informants try to organize read-alouds but do not always succeed as a result of logistical and practical challenges. Teachers describe external factors, such as large groups and the requirement to teach math and science, as obstacles in the planning and implementing of read-alouds. Teachers that have received in-service training and professional development say that they have daily read-alouds, followed by text talk. The need for professional development is discussed.
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| 2. |
- Aronsson, Lena, 1959-
(författare)
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The concept of language in the Swedish preschool curriculum : A theoretical and empirical examination of its productions
- 2022
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Ingår i: Journal of Early Childhood Literacy. - : SAGE Publications. - 1468-7984 .- 1741-2919. ; 22:1, s. 5-30
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Tidskriftsartikel (refereegranskat)abstract
- Children's language development is a core task in Swedish preschool and central to how educators organize teaching and everyday activities. The curriculum's definition of language is described as extended, with language as both a prerequisite for learning and a learning effect, i.e. both internal processes and communication. This means that working methods and didactic strategies rely on many different epistemologies and thus different theoretical perspectives. Nevertheless, the research literature, as well as assessments of Swedish preschool services, show that educators' interpretation of the curriculum is primarily socioculturally oriented. This does not entirely converge with how language is conceptualized in the Swedish preschool curriculum. Against this background, the aim of this paper is to perform a theoretical and empirical investigation of the extended language concept in the curriculum with the intention to understand what the consequences of this extended meaning of language produce in terms of teaching and learning practices. I have traced various epistemologies in language didactic preschool research and related this tracing analysis to empirical examples from preschool practices. The results of my analysis show that the practices are predominantly interpersonally framed, which corresponds to the emphasis in research. In a further analysis, where empirical examples are read from other possible epistemologies, the practices can be perceived as being multi-epistemological in a fashion which corresponds to the curriculum's conceptualization of language. This is discussed as an opportunity for a didactic strengthening of presently neglected perspectives.
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| 3. |
- Björkvall, Anders, 1972-, et al.
(författare)
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Young children’s exploration of semiotic resources during unofficial computer activities in the classroom
- 2010
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Ingår i: Journal of Early Childhood Literacy. - : Sage Publications. - 1468-7984 .- 1741-2919. ; 10:3, s. 271-293
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Tidskriftsartikel (refereegranskat)abstract
- The article describes and discusses the learning potential of unofficial techno-literacy activities in the classroom with regards to Swedish 7–8-year-olds’ exploration of semiotic resources when interacting with computers. In classroom contexts where every child works with his or her own computer, such activities tend to take up a substantial amount of time. The children have access to a wide range of sites and programs and show an interest in discovering these resources. The article thus explores a previously often neglected site for learning, located in the official classroom context but involving self-chosen activities with contemporary technology. In terms of theory and methodology, social semiotic ethnography is introduced into the field of young children’s techno-literacies. It is illustrated how a social semiotic approach allows for a more detailed analysis of the semiotic resources, whereas ethnographic data are necessary for an understanding of how such resources are put to use.
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| 4. |
- Damber, Ulla, 1957-, et al.
(författare)
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Differences between overachieving and underachieving classes in reading : Teacher, classroom and student characteristics
- 2012
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Ingår i: Journal of Early Childhood Literacy. - : SAGE Publications. - 1468-7984 .- 1741-2919. ; 12:4, s. 339-366
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Tidskriftsartikel (refereegranskat)abstract
- The main purpose of this study was to examine the classroom, teacher and student factors distinguishing grade three classes performing at higher levels than expected, in relation to socioeconomic status (SES) and language factors, from classes performing below their potential with regard to the same factors. Data from a standardized reading comprehension test and student and teacher questionnaires covering teacher, classroom and student characteristics were collected. The participants were 1,092 grade three classes and their class teachers, from Stockholm, Sweden. By use of regression and a twin-matching procedure, one group of 94 underachieving classes and another group of 94 overachieving classes were formed for comparison. Data about extended voluntary reading, classroom climate, teacher experience and the use of authentic literature were seen to be the main four indicators discriminating between over- and underachieving classes beyond the impact of SES and language background.
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| 5. |
- Damber, Ulla, 1957-
(författare)
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Read-alouds in preschool : a matter of discipline?
- 2015
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Ingår i: Journal of Early Childhood Literacy. - : Sage Publications. - 1468-7984 .- 1741-2919. ; 15:2, s. 256-280
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Tidskriftsartikel (refereegranskat)abstract
- The enquiries in this study were directed towards the reading of children’s literature in preschool with the aim of describing and analysing how read-alouds were carried out in 39 preschools in the northern and southern parts of Sweden. How often were read-alouds performed? How long were they? How was literature chosen? Who initiated the read-alouds? Did dialogues and follow-up activities occur? In what context did the read-alouds take place? Student preschool teachers and preschool teachers in in-service training carried out observations over the course of one week. The results indicated that read-alouds most often occurred once a day, and that they were seldom embedded in a context or planned. Books were chosen randomly. Follow-up activities occurred in 27 % of the reading occasions. Thus, we conclude that read-alouds primarily had a disciplinary focus. The negative effects of these findings, in particular with respect to children from poor print environments, will be discussed.
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| 6. |
- Fast, Carina, 1944-
(författare)
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Book reviews
- 2007
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Ingår i: Journal of Early Childhood Literacy. - 1468-7984 .- 1741-2919. ; 7:1, s. 115-117
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Recension (populärvet., debatt m.m.)
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| 7. |
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| 8. |
- Hermansson, Carina, et al.
(författare)
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Nomadic writing in early childhood education
- 2017
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Ingår i: Journal of Early Childhood Literacy. - : SAGE PUBLICATIONS LTD. - 1468-7984 .- 1741-2919. ; 17:3, s. 426-443
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how the processes of writing and writers emerge and transform in two examples of Swedish early childhood educational writing practices. Students' writing is a multifaceted activity involving a myriad of interconnected elements; however, to make sense of what is going on, more knowledge is needed about the connectivity, the movement and the unpredictability inherent in these activities. Taking a posthuman and nomadic perspective, the article studies how text and writer are co-constituted through the interrelations between human elements and non-human elements. The article concludes that conceptualizing writing as nomadic provides a way to view young children's educational writing as sites of experimentation, thus guiding the pedagogical attention to the productive potential of the writing situation.
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| 9. |
- Hultin, Eva, et al.
(författare)
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The reuse of semiotic resources in third-year children’s writing of sub-genres
- 2018
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Ingår i: Journal of Early Childhood Literacy. - : SAGE Publications. - 1468-7984 .- 1741-2919. ; 18:4, s. 518-544
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to explore how children use and reuse semiotic resources in their writing of hybrid genres in school. In focus are children’s use and reuse of semiotic resources from both earlier literacy events at school and literacy events they have experienced at home or in their leisure time. This double focus is rare in previous studies and thus the study contributes new insights concerning how children’s writing can be understood as a hybridization process in which semiotic resources from different literacy practices in school and out of school interplay. The theoretical framework of the study is based on New Literacy Studies, social semiotics and genre theories. The methodological approach is semiotic ethnography. The material is based on videotaped classroom observations of a particular writing process consisting of both collective and individual writing, as well as on the texts produced. A genre analysis is conducted in three steps, in order to explore the reuse of semiotic resources from literacy events in and out of school in five children’s texts. The results of this analysis show children’s creative ways of reusing semiotic resources, not only from literacy events and practices outside of school but also from previous literacy events in school. These creative ways of children engaging in hybridization processes while writing a narrative in sub-genres within an official literacy event in school can be understood as the children seizing agency in order to influence their own practice. © The Author(s) 2017.
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| 10. |
- Hvit, Sara, 1970-
(författare)
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Literacy events in toddler groups: Preschool educators' talk about their work with literacy among toddlers
- 2015
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Ingår i: Journal of Early Childhood Literacy. - : SAGE Publications. - 1468-7984 .- 1741-2919. ; 15:3, s. 311-330
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Tidskriftsartikel (refereegranskat)abstract
- The present study originates in an interest in toddlers' spontaneous literacy activities and Swedish preschool practice. The curriculum for Swedish preschool (National Agency for Education, 2011b) clearly states that preschools should work on the basis of a holistic view of the child and that activities should be both enjoyable and based on toddlers' experiences, play and desire to learn. Because the curriculum can be interpreted in a number of different ways, it is important to highlight how tasks in preschool, specifically those directed at written language, are realized in practice. Hence, the aim of this article is to explore educators' talk about their work with written language within an early childhood literacy frame. The study is seen from a social constructionist perspective, and the analysis is based on focus group interviews with ten preschool educator teams on two separate occasions for each. Two themes are identified as being clearly displayed in the educators’ talk about toddlers' literacy: The first theme is doing literacy: toddlers' bodily and material manifestations. The second theme covers the educators' educational manner and the educators' construction of literacy: a playful and material approach based on values and traditions. Finally, these themes are discussed in relation to the educators' professional language, concrete and contextual literacy events, material aspects and a view of toddlers as literate persons in their own right. Hence, the study contributes to a wider discussion about toddlers' everyday activities and interest in written language. In addition, the study makes the suggestion that, in order for work with literacy among toddlers to be based on the child, professional language which highlights toddlers' ways of expression from a broad perspective of what it is to be literate, is needed.
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