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- Botö, Kerstin, 1958, et al.
(author)
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Lekande lätt att lära sig läsa och skriva med tv-programmet Livet i Bokstavslandet i förskola och förskoleklass?
- 2020
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In: Förskollärares egen forskning. I N. Pramling & I. Pramling Samuelsson (Red.). - Lund : Studentlitteratur. - 9789144140599 ; , s. 61-78
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Book chapter (other academic/artistic)abstract
- Såväl förskolan som förskoleklassen har i uppdrag att låta barn närma sig skriftspråket och bli bekanta med läs- och skrivaktiviteter. Traditionellt sett har dessa aktiviteter ofta betraktats som något skolan ska ägna sig åt men inte förskolan, då små barn inte ansetts mogna för läsning eller skrivning. Nu finns det inskrivet i läroplanen och därtill visar åtskilliga medieundersökningar, liksom en blick på utbudet bland tv-program och appar på marknaden, att barn erbjuds rika möjligheter att bekanta sig med skriftspråk i olika former. I vår forskning har vi studerat den interaktion som sker mellan lärare och barn när de använder just ett tv-program tänkt att bidra till barns läs- och skrivutveckling som utgångspunkt i lärandeaktiviteter i förskolan och förskoleklassen. I detta kapitel kommer vi att diskutera vilka möjligheter till lärande som kan skapas och hur läraren kan bidra till barns lärande i läs- och skrivaktiviteter, som genomförts efter att de tittat på tv-programmet Livet i Bokstavslandet.
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- Botö, Kerstin, 1958
(author)
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Litteracitetsaktiviteter i skärningspunkten mellan lek och undervisning i förskola och förskoleklass
- 2018
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Licentiate thesis (other academic/artistic)abstract
- This licentiate thesis aims to contribute to the field of early childhood literacy by focusing on the in situ communication and interaction in literacy activities in preschools and preschool classes. The studied activities were designed by preschool teachers by means of using the educational television programme Life in Letterland (Livet i Bokstavslandet in Swedish) as a point of departure. While the current understanding of children’s early literacy development in the Swedish context largely involves a broad perspective, including children’s own cultures and experiences, curricula changes also imply that formal teaching methods will challenge the play characteristics of preschool activities. This thesis adopts a sociocultural perspective on learning and development by implying that learning is understood as situated in activities through interaction with others. The thesis consists of an extended summary and two empirical studies: study I is situated in a preschool, and study II within the context of a preschool class setting. The empirical material for both studies was generated by video documentation, and the analyses focused on the interactions between children and their teachers, and on how the activities were made meaningful for the children. A dilemma between play and instruction was evident in both studies. Study I showed that the teacher’s orchestration of preschool literacy activities was important for making them meaningful and accessible to the children. Study II showed that, although play was introduced, it transformed into an interaction that was akin to schoolwork. The teachers solved the dilemma between play and work by framing the activity in a playful way (inspired by the television programme), while the children’s work developed into accomplishing a task. In summary, even though the teachers based activities on the playful television programme this premise in itself did not make the activities meaningful. Instead, meaning was dependent on how the teachers designed and orchestrated the activities, encouraged and guided the children and involved the children’s previous literacy experiences.
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- Botö, Kerstin, 1958, et al.
(author)
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Lärares lek och barns arbete: Litteracitetsaktiviteter i förskoleklassen
- 2018
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In: EDUCARE. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2:4, s. 69-91
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Journal article (peer-reviewed)abstract
- The study stems from practice at the inter-section between subject-oriented activities and play of the preschool class. The specific interest is children’s early literacy development, grounded in two different views: the bottom-up or phonics perspective, which emphasizes reading and writing primarily as a skill; and the top-down or whole language perspective emphasizing the communicative function and meaning of written language. The aim is to explore how literacy activities are performed in a preschool class. Specifically, the focus is on how the teachers and the children interact in a literary activity, where an educational television program is used as part of the teaching tools. Theoretically, the study is underpinned by a sociocultural perspective on learning and the method consists of video documentation. The analysis focuses on how the interaction is framed by institutionally based perspectives on both learning and play. The results show that play is introduced in the activities but becomes transformed into an interaction pattern akin to schooling, in which the phonics tradition takes precedence. The teachers solve the dilemma between play and work by framing the activity in a playful way, inspired by the television program, while the children’s work develops into accomplishing a task.
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