| 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. |
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| 5. |
- Ehrström, Monica, et al.
(författare)
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Preschool teachers’ views on Attentiveness in Preschool
- 2022
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Ingår i: 30th EECERA Annual Conference<em></em>. ; , s. 31-31
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Konferensbidrag (refereegranskat)abstract
- This study aims to investigate assessment and preschool teachers’ descriptions of attentiveness to follow each child’s learning process in preschool. Previous research (Ang, 2014) illuminates the global debates about assessment and preschool teachers' responsibility to support each child's learning process. Research (Alasuutari, Vallberg Roth & Markström, 2014: 119) indicate that assessment involves risks for children's identity creation. However, studies (Elbaz, 1992) highlight the moral significance of attentiveness. The theoretical basis for the analysis is Vygotsky’s (1978) socio-cultural perspective, which stresses the importance of cultural tools for communication and attentiveness in relation to children’s learning processes. This paper emanates from the tension between the ethical aspects of assessment and the national requirement to follow each child’s learning, thus advocating attentiveness as a concept to reduce the tension. Stimulated recall interviews were conducted with seven preschool teachers in Sweden as a tool for common meaning-making and for focusing on attention through communication. Content analysis was used to reveal the views that emerged in the preschool teachers’ descriptions. Ethical considerations of confidentiality and informed consent were considered. The video-recordings and pictures used as starting points for the preschool teachers’ talk were employed during the interviews only as a stimulus to elicit preschool teachers’ talk. Therefore, were deleted directly after the interviews. Preliminary findings indicate that mediating tools, communication, and a play-based cultural context are potential resources for preschool teachers’ attentiveness to children’s learning processes. In addition, the concept of attentiveness can usefully be combined with didactic strategies, when applying assessment in preschool.
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| 6. |
- Heikkilä, Mia, 1975-, et al.
(författare)
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Perspektiv från tresamproduktionsprojekt, en introduktion
- 2017
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Ingår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett.. - Västerås : Mälardalen Studies in Educational Sciences. - 9789174853339 ; , s. 10-28
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Bokkapitel (refereegranskat)
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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. |
- Luttropp, Agneta, et al.
(författare)
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Intervention practice for preschool children in need of special support : a comparative analysis between South Africa and Sweden
- 2007
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Ingår i: South African Journal of Occupational Therapy. - : Occupational Therapy Association of South Africa. - 0038-2337. ; 37:3, s. 22-24
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Tidskriftsartikel (refereegranskat)abstract
- This article describes and compares intervention for children in need of special support in South Africa and Sweden. This is achieved by developing a theoretical understanding of current intervention approaches and describing the challenges within the South African and Swedish contexts. Ecological development theory, natural environments and activity settings are discussed to justify the conceptualising of intervention practices. Recommendations are made for a more integrated approach that is culturally relevant and meaningful to children and their families.
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| 9. |
- Norling, Martina, 1967-
(författare)
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Barnarbeten eller barns arbeten?
- 2009. - 1
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Ingår i: Det politiska barnet. - Karlstad : Estetisk-filosofiska fakulteten, Pedagogik, Karlstads universitet. - 9789170632624 ; , s. 31-41
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Norling, Martina, 1967-
(författare)
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Books as communicative tools for collaboration with guardians in a multicultural preschool
- 2023
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Ingår i: <em></em>31st EECERA ANNUAL CONFERENCE: CONFERENCE PROCEEDINGS. ; , s. 128-129
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Konferensbidrag (refereegranskat)abstract
- The purpose of the study was to investigate how read-aloud activities and books can constitute a bridge between preschool staff and guardians to support multilingual children's multilingualism. Previous research shows a need for goal-oriented processes of language teaching in preschool (Alstad & Kulbrandstad, 2017). It has also been found that multilingual children do not receive the linguistic challenges they need, and that preschool staff seem to have lower expectations of multilingual children (Björk-Willén, 2022). The theoretical framework is based on Barton's (2007) ecological perspective on literacy and Garcia and Otheguy's (2020) concept of translanguaging. The study adopts a qualitative approach, using the Critical Incident Technique (Flanagan, 1954) as a method for data collection. The data consists of four preschool staff members' written descriptions of critical literacy events when conducting read-alouds for children as well as giving books to guardians. Aspects of confidentiality and informed consent were considered according to the ethical guidelines of the Swedish Research Council (2017). The preschool staff gave their consent for participation, and the written descriptions cannot be linked to any specific context or person. The results show that translingual approaches used by preschool staff, such as pictures, gestures and books, can support children's engagement, curiosity, agency, and participation in read-aloud activities. The study highlights the importance of collaborative activities with guardians where using books in several languages reduces language barriers and facilitates joint engagement and participation in supporting children's multilingualism.
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| 11. |
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| 13. |
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| 14. |
- Norling, Martina, 1967-, et al.
(författare)
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Children’s Voices in Early Childhood Education
- 2011
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Konferensbidrag (refereegranskat)abstract
- Recently, there has been a developing interest concerning children’s voices in e.g. decision-making and planning of children within different educational contexts. In Sweden the preschool is viewed as an integral part of the national education policy and emphasize equal learning opportunities as well as children’s right to express their own opinion and be listened to. Although children’s rights are emphasized it is not clear how these rights are expressed in children’s everyday life. Methods focusing on highlighting children’s voices in educational contexts are needed. This presentation will discuss the methods of two research projects stressing children’s voices and perspectives. The first study, involving 30 children, aimed to describe how children view their participation in plans and decisions at preschool. Children were interviewed in two steps: a focus group interview using a puppet interview technique, playing different scenarios with the children as co-actors, and a photo walk in where children took photos of their preschool context and used these as stimulated recall in individual interviews to let the children express their participation in the preschool context. An objective in the second study was to longitudinally explore the language environment in preschool to promote children’s abilities to think and express themselves. The teachers play a significant role in promoting this and thus an observational procedure involving 188 teachers was used to explore children’s interaction with adults. One teacher at a time was observed interacting with one child or a group of children and the interaction was classified according to the relational climate as well as to the degree of language development. The methods will be discussed in terms of the significance of bringing children’s voices to the front in educational contexts as well as in research aiming to promote children’s participation in issues that concerns their own everyday life.
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| 15. |
- Norling, Martina, 1967-
(författare)
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Early intervention for young children in preschool – general and specific support : Which pedagogical methods are applied in preschool for children in need of special support?
- 2007
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Ingår i: <em> </em>.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Which pedagogical support, methods and programs are applied in preschool for children in need of special support and grey zone children? The aim of this study was to investigate, identify and describe different ways of pedagogic support, methods and programs children in need of special support obtain in preschool today and if the support matches the individual child’s needs.In Sweden, most children spend time at preschools from an early age. About 76% of Swedish children in the age range 1-5 years spend several hours at preschool or in family child care every weekday. Also the majority of young children in need of special support spend several hours every weekday day in preschools. Thus, besides the family setting, preschools is the natural environment in which most early intervention services to children in need of special support are provided. Preschool includes both general early childhood education provided to all children and special interventions provided to children in need of special support (Björck-Åkesson & Granlund, 2005). By law the preschool has a special responsibility for children in need of special support. The community should offer the child a placement in a preschool and to adapt the education to all children in the preschool. The number of children in need of special support has increased since 1999, and 55% of the communities in Sweden mean that the support to those children is not sufficient (Skolverket, 2004).The data collection in this study consists of interviews from 34 preschools teachers. The study consists of both qualitative and quantitative analyzes.The data suggest that pedagogical support include five categories related to direct and indirect support: attitudes, language support, physical support, child support and support in the environment. Six categories of methods were found, language, motor activities, more adult time, expression activities, professional and pedagogical programs.
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| 16. |
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| 17. |
- Norling, Martina, 1967-
(författare)
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En studie om hur förskollärare och lärare resonerar om undervisningens innehåll i relation till barns språk-, läs- och skrivutveckling i förskola och förskoleklass
- 2019
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Ingår i: Nordisk Barnehageforskning. - : OsloMet - Storbyuniversitetet. - 1890-9167. ; 18:4, s. 1-16
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Förskola och förskoleklass har fått tydligare riktlinjer gällande barns språk-, läs-och skrivutveckling. Den här studiens syfte är att belysa hur förskollärare i förskola och lärare i förskoleklass resonerar kring undervisningens innhehåll i relation tillbarns språk-, läs-och skrivutveckling i förskola och förskoleklass. Resultatet utgår från fyra fokusgruppsintervjuer med tjugotre verksamma förskollärare och lärare i förskoleklass. Resultatet visar att barn erbjuds informella och formella strategier där innehåll i undervisningen kan relateras till läroplanernas målbeskrivningar samt Bartons (2007) ekologiska teori, så som språkpraktiker, textpraktiker och läspraktiker. Vidare visar resultatet att undervisning i båda verksamheterna behöver problematiseras och diskuteras i relation till verksamheten samt till barns läs-och skriftspråksutveckling. Det behövs fortsatt forskning inom området för att undersöka hur verksamheterna implementerar nya riktlinjer gällande språk-, läs-och skrivutveckling, i syfte att skapa förutsättningar för progression i språk-, läs- och skrivutveckling i övergången mellan förskola och förskoleklass.
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| 18. |
- Norling, Martina, 1967-, et al.
(författare)
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Engagement and emergent literacy practices in Swedish preschools
- 2015
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Ingår i: European Early Childhood Education Research Journal. - : Routledge. - 1350-293X .- 1752-1807. ; 23:5, s. 619-634
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Tidskriftsartikel (refereegranskat)abstract
- Children's ability to express thoughts, ideas, and needs is vital to their full participation in a democratic society. In the preschool environment, multiple opportunities to engage in emergent literacy practices may stimulate this ability. The study used an ecological development approach to investigate the language environment in Swedish preschools, focusing on the relationships among seven classroom quality dimensions. Children's engagement was measured by observing their active participation in emergent literacy practices. The results showed that positive climate, instructional learning formats and language modeling were the most significant contributors to engagement in emergent literacy practices. To conclude, children's engagement in emergent literacy practices seems to benefit from a positive climate and needs and uses instructional discussions and activities in the everyday situations in preschool.
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| 21. |
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| 22. |
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| 23. |
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| 24. |
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| 25. |
- Norling, Martina, 1967-, et al.
(författare)
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Language Learning in Outdoor Environments : Perspectives of preschool staff
- 2015
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Ingår i: Nordisk Barnehageforskning. - : OsloMet - Storbyuniversitetet. - 1890-9167. ; 9:1, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.
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| 26. |
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| 27. |
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| 28. |
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| 29. |
- Norling, Martina, 1967-
(författare)
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Preschool staff's view of emergent literacy approaches in Swedish preschools
- 2013
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Ingår i: Early Child Development and Care. - : Routledge. - 0300-4430 .- 1476-8275. ; 184:4, s. 571-588
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Tidskriftsartikel (refereegranskat)abstract
- This study aims to investigate preschool staff's view of emergent literacy approaches in Swedish preschools with the following research question: How do preschool staff describe and explain the approaches they use in the emergent literacy environment of preschool? Focus-group interviews were conducted with 52 participating preschool units. Manifest content analyses were used and the interviews were systematically analysed relying on socio-cultural theory and the ecological development approach [Barton, D. (2007). Literacy an introduction to the ecology of written language. London: Blackwell; Vygotsky, L. S. (1962). Thought and language. Boston, MA: MIT Press], in accordance with Whitehurst and Lonigan's [1998. Child development and emergent literacy. Child Development, 69, 844–872] components of emergent literacy. The results show that preschool staff apply both outside-in and inside-out approaches; however, outside-in approaches such as play and supportive communication are described most frequently in the focus-group interviews.
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| 30. |
- Norling, Martina, 1967-
(författare)
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Preschool Teachers’ Self-Reported Assessment in Teaching Literacy Pilot-testing a new tool
- 2022
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Ingår i: EDUCATION AND INVOLVEMENT IN PRECARIOUS TIMES. - : School of Education, University of Iceland. - 9789935468222 ; , s. 65-66
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Konferensbidrag (refereegranskat)abstract
- Preschool is the arena for early literacy education and preschool teachers are expected to challenge and support children’s early literacy development. However, previous research indicates some uncertainties among preschool teachers regarding what can be considered as early literacy in preschool and in particular, writing activities. This study aimed to pilot-test and analyze the applicability of the Social Language Environment-Domain, SLE-D, which is a self- reported assessment tool, containing dimensions of play strategies, care strategies and communicative strategies to serve as a tool for preschool teachers to develop knowledge about language awareness and didactic strategies that promote children´s early literacy. This study encompasses the concept of early literacy and the theoretical foundations has its roots in Bartons´s (2007) ecological perspective of literacy. Additionally, the processes of learning and development is related to Vygotsky´s work (1986) in which the language mediates meaning making in social-cultural settings. This study has through the approach participatory action research (Reason & Bradbury, 2006), involved fifteen preschool teachers to make self-reported assessments of SLE-D and critically analyze their teaching strategies. The result shows that the preschool teachers’ self-reported assessments within the dimensions play strategies, care strategies and communicative strategies increased during the research period of 22 month. However, play strategies was the dimension that increased most from the first data collection to the last data collection. The results indicate that the preschool teachers have paid attention to and developed their teaching strategies in literacy-related play activities in preschool. In general, the preschool teachers seemed to pay attention to and implement conditions for children’s early literacy in preschool. However, it should be noted that those domain specified items that were reported low in first occasion, increased the most. As the first step of institutionalized schooling in Nordic countries, preschool education servers as the educational context of early literacy, in which children’s development is supported by preschool teachers. Children’s language development can be supported in several different ways. One way described in previous research has been by assessing children’s skills and development through different type of assessment material (Vallberg Roth, 2015). In this presentation, we seek to shift the focus of literacy assessment that maps children’s skills, to preschool teachers’ analysis of their skills in teaching in terms of three overall competencies; first, knowledge about language awareness and second, knowledge about literacy environments that promote children’s early literacy and third, critical reflections aiming to develop didactic strategies in early literacy.ReferencesBarton, D. (2007). Literacy an introduction to the ecology of written language. Blackwell Publishing.Reason, P., & Bradbury, H. (2006). Introduction: Inquiry and Participation in Search of a World Worthy of Human Aspiration. In P. Reason, & H. Bradbury (Eds.), The Handbook of Action Research (pp.1-13). Sage.Vallberg Roth, A (2015). Delstudie 2 Bedömning och dokumentation i förskola. In: Vetenskapsrådets rapporter 2015. Förskola tidig intervention. Vetenskapsrådet.Vygotsky. L.S (1986). Thought and language. MIT Press
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| 31. |
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| 32. |
- Norling, Martina, 1967-
(författare)
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Social language environment – Multilingual children´s conditions to learn Swedish in Swedish preschools : Teachers´s beliefs and practices in multilingual context
- 2017
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Ingår i: 27th EECERA Annual Conference. ; , s. 51-51
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Konferensbidrag (refereegranskat)abstract
- Research aims: The overall aim is to develop strategies and knowledge about multilingual children’s conditions to learn Swedish as well as emergent literacy skills in Swedish preschools. The aim is also to develop and pilot-test the analysis tool, Social Language Environment - Domain, SLE-D (Norling, 2015).Relationship to previous research works: Previous studies have investigated preschool staff approaches regarding the emergent literacy environment (Girolametto et al., 2007; Harle & Trudeau, 2006; Jacobs, 2004). However, research investigating preschool staff´s descriptions of how they support multilingual children’s emergent literacy processes, as well as approaches in the social language environment, is lacking.Theoretical and conceptual framework: The analysis of data is based on theoretical foundations of bioecological and sociocultural theory (Barton, 2007; Bronfenbrenner, 1999; Vygotsky, 1962).Paradigm, methodology and methods: The research project is carried out in collaboration between researcher and twenty four preschool teachers in Sweden. The development project has a mixed methods design where the preschool teachers participate in circle groups as well as scoring eighteen emergent literacy dimensions.Ethical Considerations: The study was carried out in accordance with the ethical principles of social sciences research (Ministry of Education and Research, 2003:469). Preschool teachers were personally and written informed about the research project and relevant ethical considerations.Main finding or discussion: Results regarding preschool staffs scoring, analysis and priority dimensions of language learning conditions for multilingual children in Swedish preschools will be presented.Implications, practice or policy: This paper will contribute better understanding, how preschool teachers develop didactic as well as constructive strategies regarding multilingual children´s conditions for literacy learning in Swedish preschools.
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| 33. |
- Norling, Martina, 1967-
(författare)
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Social language environment - preschool teacher´s didactic strategies to support multilingual children´s language and literacy learning in play activities. : Paper presentation vid eget ordnat symposium (Chair). Multilingualism and conditions for emergent literacy development in early childhood education: Discussing Collaboration, participation and pedagogical practices.
- 2018
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Ingår i: Early childhood eduction, families and communities.
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Konferensbidrag (refereegranskat)abstract
- The overall aim is to develop strategies and knowledge about multilingual children’s conditions to learn Swedish as well as literacy skills in Swedish preschools. This presentation highlights preschool teacher’s didactic strategies to support multilingual children’s language and literacy learning in preschool play- activities.Relationship to previous research worksThis paper presentation refers to an ongoing research project with the character of an action research project. The research project has been carried out in collaboration between the researcher and eighteen preschool teachers in Sweden.Theoretical and conceptual frameworkStarting from a social constructivist perspective with focus on the strategies employed by preschool teachers to support multilingual children’s language learning in play-activities, the data analyses are based on the theoretical foundations of bioecological and sociocultural theory (Barton, 2007; Bronfenbrenner, 1999; Vygotsky, 1962).Paradigm, methodology and methodsThe study has a mixed methods design where qualitative data were derived from the preschool teachers descriptions of their didactic strategies in supporting multilingual children, as well as quantitative data scoring eighteen dimensions of strategies in play-activities, by using the scoring and analysis tool, Social Language Environment - Domain, SLE-D (Norling, 2015).Ethical ConsiderationsThe study was carried out in accordance with the ethical principles of social sciences research (Ministry of Education and Research, 2017).Main finding or discussionResults regarding preschool staff’s descriptions and scored strategies to support multilingual children’s language and literacy learning in preschool play- activities will be presented.Implications, practice or policyThis paper will contribute to a better understanding of how preschool teachers develop didactic strategies to support multilingual children’s language and literacy learning in preschool play- activities.Keywords: social language environment, emergent literacy, multilingual, preschool, and play
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| 34. |
- Norling, Martina, 1967-
(författare)
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Social language environment - preschool teacher´s didactic strategies to support multilingual children´s language and literacy learning in play activities
- 2018
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Ingår i: 28th EECERA Annual Conference. ; , s. 67-68
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Konferensbidrag (refereegranskat)abstract
- The overall aim is to develop strategies and knowledge about multilingual children’s conditions to learn Swedish as well as literacy skills in Swedish preschools. This presentation highlights preschool teacher’s didactic strategies to support multilingual children’s language and literacy learning in preschool play- activities.Relationship to previous research works: This paper presentation refers to an ongoing research project with the character of an action research project. The research project has been carried out in collaboration between the researcher and eighteen preschool teachers in Sweden.Theoretical and conceptual framework: Starting from a social constructivist perspective with focus on the strategies employed by preschool teachers to support multilingual children’s language learning in play-activities, the data analyses are based on the theoretical foundations of bioecological and sociocultural theory (Barton, 2007; Bronfenbrenner, 1999; Vygotsky, 1962).Paradigm, methodology and methods: The study has a mixed methods design where qualitative data were derived from the preschool teachers descriptions of their didactic strategies in supporting multilingual children, as well as quantitative data scoring eighteen dimensions of strategies in play-activities, by using the scoring and analysis tool, Social Language Environment - Domain, SLE-D (Norling, 2015).Ethical Considerations: The study was carried out in accordance with the ethical principles of social sciences research (Ministry of Education and Research, 2017).Main finding or discussion: Results regarding preschool staff’s descriptions and scored strategies to support multilingual children’s language and literacy learning in preschool play- activities will be presented.Implications, practice or policy: This paper will contribute to a better understanding of how preschool teachers develop didactic strategies to support multilingual children’s language and literacy learning in preschool play- activities.
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| 35. |
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| 36. |
- Norling, Martina, 1967-, et al.
(författare)
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Swedish Preschool Teachers Perspectives on Multilingual Children’s Emergent Literacy Development
- 2018
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Ingår i: World Journal of Educational Research. - : Scholink. - 2375-9771 .- 2333-5998. ; 5:1, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- This study is a part of a small research project designed as action research project. The aim of this study in which six preschool teachers participated in focus group interviews, is to increase understanding about preschool teachers’ didactic work to create conditions for multilingual children’s emergent literacy development in preschool. The preschool teachers’ descriptions show that multilingualism is seen as part of everyday life and not for specific occasions. In the analysis of the preschool teachers’ statements, four important conditions for literacy development emerge; learning environment, language practices, text practices and play activities. In terms of support for multilingual children, preschool teachers say that cooperation with parents has a significant role for children’s emergent literacy development. This study highlights the importance of paying attention to multilingual children’s emergent literacy processes already in preschool.
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| 37. |
- Norling, Martina, 1967-
(författare)
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The social language environment - domain : ECEC teachers' self-reported ratings of strategies in teaching literacy
- 2024
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Ingår i: European Early Childhood Education Research Journal. - : Routledge. - 1350-293X .- 1752-1807.
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Tidskriftsartikel (refereegranskat)abstract
- ECEC settings are children's first contact with early education, and ECEC teachers are expected to encourage and support children's early literacy development. This study aims to pilot test the self-assessment tool Social Language Environment - Domain, (SLE-D), in order to gain more knowledge about teachers' strategies when teaching literacy. Fifteen ECEC teachers used the tool as a support to focus on didactic strategies that provide conditions for children's early literacy development over 22 months. The data consists of (N = 299) self-reported and rated teaching activities across four time-points. Cronbach's alpha showed satisfactory internal consistency for the entire self-assessment tool, while each domain showed somewhat lower levels of consistency. Principal component analysis suggested a 5-factor solution, indicating subdimensions of the three dimensions. However, item mean values showed notable changes in ECEC teachers' ratings, which can be interpreted as teachers developing their strategies in literacy-related play activities by using the tool.
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| 38. |
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| 39. |
- Norling, Martina, 1967-
(författare)
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"Vem släckte lampan?
- 2018
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Konferensbidrag (populärvet., debatt m.m.)
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| 40. |
- Norling, Martina, 1967-
(författare)
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Video Recording as a Method for Swedish Preschool Teachers to Analyze Multilingual Strategies
- 2020
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Ingår i: World Journal of Educational Research. - : Scholink. - 2375-9771 .- 2333-5998. ; 7:1, s. 109-129
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This participatory action research study draws attention to how fifteen preschool teachers develop didactic strategies by using video recording as a method for performing critical and didactic analyses. The overall aim is to develop didactic strategies and knowledge to support multilingual children’s emergent literacy development in Swedish preschools. The starting point for a participatory action research, is action learning and a pragmatic orientation. The approach focuses on human development in an organization where action research is a tool for learning. This study employs a mixed-methods design where qualitative data were analyzed and derived from the preschool teachers’ written reflections related to their video-recorded activities and support of the analysis tool Social Language Environment-Domain, SLE-D (Norling, 2015a). The results show didactic strategies that are related to multilingual children’s interests, strategies that support multilingual children’s empowerment and strategies that challenge multilingual children’s reading and writing processes.Continuing research suggests paying attention to the conditions of multilingual children in preschool education. This entails a long-term effort where action research engages preschool teachers to develop their beliefs into sustainable knowledge, in which video recording can serve as a method for preschool teachers to analyze multilingual strategies.
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| 41. |
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| 42. |
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| 43. |
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| 44. |
- Sandberg, Gunilla, et al.
(författare)
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Teachers´perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1 of primary school
- 2020
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 64:2, s. 300-312
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to gain a deeper understanding of teachers’ perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1. Focus group interviews were conducted with 17 teachers who work in preschool classes and in grade 1. The teachers’ perspectives on reading and writing can be characterised as balanced, in the sense that the teachers describe how they work with both the technical and the learning-oriented dimension. The number of different languages spoken in their classes is regarded in a positive manner, but it also leads to major challenges, such as not having enough time for all of the pupils and not having sufficient knowledge of multilingualism.
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