| 1. |
- 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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| 2. |
- 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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| 3. |
- Magnusson, Maria, 1960-, et al.
(författare)
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Nordic Preschool Student Teachers’ Views on Early Writing in Preschool
- 2022
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 30:4, s. 714-729
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates preschool student teachers’ views on how early writing should be supported in preschool. The sample consists of 66 preschool student teachers from Finland, Norway, and Sweden, who participated in the study by responding to open-ended questions on a written questionnaire. Results show that the respondents’ answers were underpinned by holistic views on children’s learning; they value children’s own initiative as a decisive learning factor. Further, the responses underscore the importance of a writing-inviting environment and the preschool teachers acting as role models. The respondents rarely offered explicit theoretical reasons and arguments for why they would encourage early writing. Based on the findings, it appears critical to discuss within the profession the issue why early writing should be encouraged.
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| 4. |
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| 5. |
- Mellgren, Elisabeth, 1952, et al.
(författare)
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Den samtida textmiljön
- 2019
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Ingår i: Att möta barns sociala språkmiljö i förskolan. Maria Magnusson, Martina Norling (red). - Stockholm : Liber AB. - 9789147128181 ; , s. 127-142
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Mellgren, Elisabeth, et al.
(författare)
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Den samtida textmiljön i förskolan
- 2019
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Ingår i: Att möta barns sociala språkmiljö i förskolan. - Stockholm : Liber. - 9789147128181 ; , s. 129-142
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Svensson, Ann-Katrin, et al.
(författare)
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Varför skriver de som de gör? : Om små barns skrivande
- 2019
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Ingår i: Genom texter och världar. - Åbo : Åbo Akademis Förlag. - 9789517659277 - 9789517659260 ; , s. 75-85
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Bokkapitel (refereegranskat)abstract
- I takt med de samhällsförändringar som sker ökar kraven på den skriftspråkliga förmågan då vi i högre grad än tidigare kommunicerar via skrift i olika sammanhang. Det innebär att lärare för de små barnen behöver gedigna ämneskunskaper om hur man kan stötta barns tidiga skrivande genom att fånga och skapa situationer av meningserbjudande utan att dessa formaliseras. Denna teoretiska artikel problematiserar de utmaningar det kan innebära att vara responsiv och samordna barns och vuxnas perspektiv. Analys och resonemang förs om små barns skrivande utifrån ett sociokulturellt perspektiv där aktivitet, kommunikation och samtal ses som en förutsättning för kunskapsutveckling. I fokus står de små barnens insikter i skriftspråket och deras förmåga att använda sig av det och barns och vuxnas samspel om barnens textproduktion i vardagliga situationer.
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