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Pedagogers syn på och använding av högläsning i förskolan
Linköping University, Department of Social and Welfare Studies.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Preschool teacher´s views on and use of reading aloud in preschool (English)
Abstract [sv]

Det övergripande syftet med denna studie var att få fram förskollärares syn på högläsning i förskolan och hur förskollärare använder både spontan och planerad högläsning. Studien gjordes genom semi-strukturerade intervjuer och deltagarna som intervjuades var fyra förskollärare som jobbade inom samma kommun. Resultatet visade att förskollärare som deltog i studien tyckte att högläsning är viktigt för språkutveckling liksom bokvalet. Resultatet visade även att användningen av planerad högläsning kunde kopplas till pågående projekt och läsvilan. Den spontana högläsningen användes mest som ett tillfälle att låta barnens inflytande gå igenom och även som ett tillfälle att läsa böcker på ett mer ingående sätt. Avslutningsvis visar studien att pedagoger kan se på högläsning som en viktig del i förskolans verksamhet och inte bara som en rutin.

Abstract [en]

The overall aim of this study was to obtain pre-school teachers' views on read-aloud in preschool and the preschool teachers use of both spontaneous and planned read-aloud situations. The study was done by qualitative semi-structured interviews and the participants interviewed were four preschool teachers who worked within the same city. The results showed that preschool teachers' views on reading aloud was that they thought reading aloud was important for language development and how they read a book and book choice was important. The results also showed that the use of planned reading aloud could be linked to ongoing projects and reading relaxation. The spontaneous reading aloud was mostly used as an opportunity to let the children´s will go through, but also as an opportunity to read books in a more detailed way. Finally, the study shows how teachers can see read-aloud as part of the preschool that is not just a routine, but an important part of the pre-school that is important for children’s development.

Place, publisher, year, edition, pages
2017. , p. 40
Keywords [en]
Read-aloud, pre-school teachers, learning, books, language development
Keywords [sv]
Högläsning, förskolepedagoger, lärande, böcker, språkutveckling
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-134572ISRN: LIU-FÖ-N-A--17/33--SEOAI: oai:DiVA.org:liu-134572DiVA, id: diva2:1075138
Subject / course
Preschool Education
Educational program
Teacher Education
Supervisors
Examiners
Available from: 2017-02-17 Created: 2017-02-17 Last updated: 2017-02-17Bibliographically approved

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
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  • de-DE
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  • en-US
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  • nn-NB
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  • Other locale
More languages
Output format
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