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Read-Aloud and Writ...
Read-Aloud and Writing Practices in Nordic Preschools
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- Alatalo, Tarja, 1961- (författare)
- Högskolan Dalarna,Pedagogiskt arbete,Nordic Early Literacy Education,Educational Work, School of Teacher Education, Dalarna University, Falun, Sweden
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- Norling, Martina, 1967- (författare)
- Örebro universitet,Institutionen för humaniora, utbildnings- och samhällsvetenskap,Education and Preschool Education,Örebro University, Sweden,Nordic Early Literacy Education
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- Magnusson, Maria, 1960- (författare)
- Linnéuniversitetet,Institutionen för didaktik och lärares praktik (DLP),Hållbar hälsa,nele;FOPP,Nordic Early Literacy Education
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- Tjäru, Sofie (författare)
- Faculty of Education and Welfare Studies, Åbo Akademi University, Turku, Finland,Nordic Early Literacy Education
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- Næss Hjetland, Hanne (författare)
- Department of Early Childhood Education, Head of Studies, Oslo Metropolitan University, Oslo, Norway,Nordic Early Literacy Education
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- Hofslundsengen, Hilde (författare)
- Høgskolen på Vestlandet,Nordic Early Literacy Education,Education, Department of Language, Literature, Mathematics and Interpreting, Western Norway University of Applied Sciences, Sogndal, Norway
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(creator_code:org_t)
- 2023-02-08
- 2023
- Engelska.
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 68:3, s. 588-603
- Relaterad länk:
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https://doi.org/10.1...
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https://du.diva-port... (primary) (Raw object)
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https://urn.kb.se/re...
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https://doi.org/10.1...
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https://urn.kb.se/re...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- 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.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Nyckelord
- early literacy
- didactics
- mixed method
- preschool
- read-aloud
- reading aloud
- shared reading
- writing
- Läs- och skrivutvecklande praktiker i förskolan
- Läs- och skrivutvecklande praktiker i förskolan
- Education
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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