| 1. |
- Alatalo, Tarja, et al.
(författare)
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Høgtlesing og tidlig skriving i svenske og norske barnehager
- 2020
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Ingår i: Norsk Barnehageforskningskonferanse. ; , s. 14-14
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Konferensbidrag (refereegranskat)abstract
- Bakgrunn: Tidlig skriftspråkutvikling har vist sammenheng med senere lese- og skriveferdigheter i skolen. I barnehagen er det behov for en didaktikk der lek er kjernen, og hvor alle barn får mulighet til å kommunisere, utforske og leke med skrift. For å få til dette har det betydning hvordan et innhold som skrift representeres og behandles i barnehagen. Hensikten med denne studien er å bidra med kunnskap om hvordan nordiske barnehagelærere tilrettelegger for skriftspråklæring i nordiske barnehager. Følgende forskningsspørsmålet er sentralt: Hvilken oppfatning, praksis og erfaringer beskriver barnehagelærere at de har med høytlesing og skriving?Metode: 76 barnehagelærer i Sverige og 92 barnehagelærer i Norge besvarte et spørreskjema med åpne og lukket spørsmål om høytlesing og skriving. Resultatene ble analysert med frekvensanalyse i SPSS og med kvalitativ innholdsanalyse av åpne spørsmål.Resultater: Preliminære funn viser at det er mindre skriving på småbarnsavdeling og stor variasjon i tekstmiljøet knytt til skriving for eldre barn. Høytlesing er en sentral del av barnehagens virksomhet, men det er stor variasjon i vilkårene for høytlesning, hva som leses, hvorfor og hvor ofte det leses.Implikasjoner for praksis: Studien kan styrke barnehagelærers didaktikk innenfor språk og kommunikasjon gjennom å løfte frem eksempel på hvordan barnehagelærer legger til rette for høytlesing og skriving. Barnehagelærer trenger kunnskap om høytlesing som en didaktikk hvor skriftspråket er i sentrum og hvordan man tilrettelegger for skriving om funksjon, og ikke først og fremst som form, for de yngste barna.
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| 2. |
- Alatalo, Tarja, 1961-, et al.
(författare)
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Read-Aloud and Writing Practices in Nordic Preschools
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 68:3, s. 588-603
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated preschool teachers’ read-aloud and writing practices using a questionnaire about how activities were planned and organized, and what their purpose was. The sample consisted of 222 participants from Finland, Norway, and Sweden. Data was analyzed using a mixed methods approach. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week. A large minority (45.5%) reported never or seldom using writing activities, and rarely in play. The main aims of read-alouds were to promote learning and development, create a sense of community, and regulate group activities. The main aims of writing practices were to learn about letters, understand the function of print, and arouse interest in writing. We discuss the implications of these findings in relation to a need for a didactic approach, where play is the core of early literacy practices.
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| 3. |
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Att möta barns sociala språkmiljö i förskolan : flerdimensionella perspektiv
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Barn kommer till förskolan med varierande erfarenheter av språk. Förskolan har därför en betydande roll i barns tidiga språk-, läs och skrivutveckling, inte minst i ett likvärdighetsperspektiv. Förskolan behöver organiseras så att alla barn får tillgång till stimulerande språk,- skriv- och läsfrämjande lärandemiljöer. Boken handlar om hur förskolan kan skapa sådana sociala språkmiljöer.Boken bidrar med tydliga exempel från förskollärares vardagliga arbete. Den är uppbyggd utifrån tre teman med inriktning mot språk, och bidrar med en modell som visar de lärandestrategier som kännetecknar en social språkmiljö: omsorgsstrategier, kommunikativa strategier och lekstrategier. Författarna kommer både från praktiken i förskolorna och från forskarkåren och arbetar aktivt med frågor som handlar om barns språkutveckling.Boken riktar sig till förskollärarstuderande, lärarutbildare, förskollärare och andra verksamma i förskolan samt forskare inom pedagogik och didaktik. Den lämpar sig mycket väl för kollegialt lärande i förskolan och för diskussioner i arbetslag.
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| 4. |
- Björklund, Camilla, 1977, et al.
(författare)
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Teachers' involvement in children's mathematizing - beyond dichotomization between play and teaching
- 2018
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Ingår i: European Early Childhood Education Research Journal. - : Taylor & Francis. - 1350-293X .- 1752-1807. ; 26:4, s. 469-480
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this article is on mathematics teaching in a play-based and goal-oriented practice, such as preschool, and on how different lines of actions may impact children's learning opportunities. Video recordings of authentic play activities involving children and nine teachers from different preschools were analyzed qualitatively to answer the following research questions: (1) What lines of action do teachers use when they teach mathematics in play? and (2) What implications may different ways of teaching have for children's learning opportunities? The analysis revealed four different categories: confirming direction of interest; providing strategies; situating known concepts; and challenging concept meaning. As these differ regarding both the mathematics content focused on and the kind of knowledge emphasized, they have implications for children's learning opportunities.
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| 5. |
- Bredmar, Anna-Carin, 1966-, et al.
(författare)
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Det tredje rummet – en samverkansmodell mellan akademi och fält
- 2022
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Ingår i: Den 16. Nordiske Læreruddannelseskonference: Innovation i Undervisning og Læring, Fakultetet for Pædagogik og Uddannelse på Færøernes Universitet indbyder til den 16. Nordiske Læreruddannelseskonference i Tórshavn fra den 3.- 5. maj 2022.. ; , s. 111-112
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Konferensbidrag (refereegranskat)abstract
- Studien ingår i ett större praktiknära forskningsprojekt inom ramen för en nationell försöksverksamhet på uppdrag av den svenska regeringen. Försöksverksamheten ska utveckla och pröva hållbara samverkansmodeller mellan akademi och skola vad gäller forskning, skolverksamhet och lärarutbildning. Syfte med föreliggande studie är att undersöka möjligheterna att utforma en gemensam digital plattform som en informationslänk mellan lärosätet och skolor med lärarstudenter. Plattformen avser att stärka samarbetet ytterligare mellan lärosäte och de aktuella skolorna, genom att förenkla viss kommunikation som sker mellan aktörerna och sprida/dela praktiknära forskning. Plattformen syftar till att skapa 2 möjligheter att följa praktiknära forskningsprojekt utifrån skilda aktörers perspektiv. Resultatet visar att det krävs uthållighet och förståelse för varandras kulturer, både mellan fält och akademi men även mellan olika funktioner i samma verksamhet, för att nå ett samarbete som upplevs meningsfullt och hållbart över tid. Här framträder det delade objektet som betydelsefullt, det vill säga the boundery object som skrivs fram av Collins, Evans och Gorman (2007). En gemensam digital plattform torde kunna fungera som ett delat, sammanlänkande objekt i linje med Collins m.fl. (2007) resonemang och därmed bidra till olika former av samverkan mellan olika aktörer. Rätt utformad och administrerad skulle en digital plattform kunna erbjuda ett gemensamt ägandeskap av samverkansprocessen för alla parter oavsett tolkning av the boundery object. En digital arena kan förstås som the boundery object, i det vi skulle vilja kalla för det tredje rummet (Olsson & Brunner Cederlund, 2020).
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| 6. |
- Hofslundsengen, Hilde Christine, et al.
(författare)
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Förberedelsen utjämnar skillnader
- 2021
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Ingår i: Förskoletidningen. - : Gothia kompetens. - 0348-0364. ; 46:3, s. 28-30
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 7. |
- Hofslundsengen, Hilde, et al.
(författare)
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ECEC Teachers’ Reported Practices and Attitudes Toward Read-Alouds in Nordic Multilingual Classrooms
- 2023
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Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm Akademisk. - 2464-1596. ; 9:2
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated teachers’ self-reported read-aloud practices in multilingual early childhood education and care (ECEC) classrooms in Finland, Norway, and Sweden. A total of 170 ECEC teachers participated in a survey about read-aloud practices. Data on literacy practices were analyzed quantitatively, and reasons for read-aloud approaches were qualitatively analyzed. The results showed that the ECEC teachers reported overall similar read-aloud practices regardless of the number of multilingual children in their classrooms; still, some degree of difference in didactic choices was found. Thirty-eight percent of the teachers chose a different book when reading to multilingual rather than monolingual children. Their reasons included a view of multilingual children as having different reading needs than monolingual children, such as simpler books with more illustrations. Choosing simpler books might be beneficial early in second-language development, especially when using a dialogic reading style for making the book accessible to more children. On the other hand, these reasons might indicate an underlying perception of all multilingual children as in more need of a teaching tone with explanations and instructions and less of an exchange tone with an active exchange of knowledge in read-aloud practice. The overall results point to read-alouds as an important early literacy activity in ECEC classrooms.
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| 8. |
- Hofslundsengen, Hilde, et al.
(författare)
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Preschool literacy environment in the Nordic countries
- 2016
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Ingår i: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016.
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Konferensbidrag (refereegranskat)abstract
- The aim of the current study was to detect similarities and differences in the preschool literacy environment in the Nordic countries, with a special focus on what the environment offered to multilingual children who do not speak the language. Some minor studies (Bøyum, Hofslundsengen, Haukedal & Pedersen, 2016; Dahlgren, Gustafsson, Mellgren & Olsson 2013; Mellgren, Skriver Jensen & Hansen 2010; Mårdsjö Olsson & Löfström 2008; Simonsson, 2004; Svensson 2005, 2007, 2009; Öman 1986) has indicated less literacy activities in some preschools. This study expands on the earlier work of literacy environment. The theoretical base is socio-cultural as artefacts are looked upon as vehicles of the culture in which children live. We present a survey of the literacy environment in Finland, Norway and Sweden. The data consisted of mapping in 20 preschool classrooms in each of the three countries including number of books, children's access to books, reading and writing activities and digital tools. The participating preschools gave informed consents to data collection. This study contributes to knowledge about what experiences of literacy children at the ages of 0 to 6 years get during their stay in preschool, if these experiences differ among the Nordic countries and if so, how and in what way they differ. The finding from the study adds to the limited knowledge about literacy learning in the Nordic preschool system, 171 and implies the importance of preschools literacy environment for children's development of emergent literacy skills.
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| 9. |
- Hofslundsengen, Hilde, et al.
(författare)
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Read-aloud as justice and social practice? ECEC teachers´ reported views on read-aloud in Nordic multilingual classrooms
- 2023
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Ingår i: 31st EECERA ANNUAL CONFERENCE, Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development, Cascais near Lisbon, Portugal, 30th August – 2nd September 2023. ; , s. 128-128
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Konferensbidrag (refereegranskat)abstract
- The aim of this research was to investigate the views on read-aloud among teachers with multilingual children in their classrooms in Finland, Norway, and Sweden. Several systematic reviews have shown that reading aloud can be beneficial for second-language learning, including both explicit and implicit word learning (Fitton et al., 2018; Hur et al. 2020; Larson et al., 2020). Hence, teachers have a central role in planning and scaffolding read-aloud activities in preschool. Based on Vygotsky’s (1978) sociocultural theory, learning happens in the context of interaction and communication between children and adults. Language is thus seen as a cultural tool and a link to action. In this mixed-method study, 170 teachers answered a survey about their literacy practices. Data on literacy practices were analyzed quantitatively, and reasons for read-aloud approaches were qualitatively analyzed. No information that could identify the respondents or sensitive data was collected. According to the local ethics committee at one author’s university, no further ethical review was required. Reported read-aloud practices and attitudes among teachers did not differ based on the number of multilingual children in their classrooms. However, 38% of the teachers selected a simpler book when reading with multilingual children. The reasons for this included a different reading style and a view of multilingual children as needing simpler books with illustrations. Preschool teachers are mediators of the majority language, and are expected to emphasize multilingualism. Therefore, they need to reflect on their schaffolding of read-alouds in everyday practice to ensure equal education.
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| 10. |
- Hofslundsengen, Hilde, et al.
(författare)
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The literacy environment of preschool classrooms in three Nordic countries : challenges in a multilingual and digital society
- 2020
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Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; 190:3, s. 414-427
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the physical literacy environment of preschools in three Nordic countries. The environments were assessed using an observation protocol in a total of 131 classrooms with children aged between one and seven in Sweden, Norway and Finland. The results showed that children’s books were common and accessible in all three countries. Half of the preschools had a writing centre, and digital devices were available in less than half of them. Multilingual children were present in 82% of the classrooms, but texts and books in the multilingual children’s first languages were rare. Taken together, the results suggest that children’s books were the main gateway to literacy in these preschools, while artefacts supporting writing skills and digital literacy were less common. The findings indicate that the physical environment in these preschools did not reflect the ongoing societal changes towards increased multimodal literacy.
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