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Språksvårigheter: en definitionsfråga: En diskursiv studie om förskolans förhållningssätt, värderingar och synsätt i förhållande till barn med språksvårigheter
Södertörn University, School of Culture and Education, Teacher Education.
Södertörn University, School of Culture and Education, Teacher Education.
2013 (Swedish)Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

After having worked within the preschool and it’s system for a number of years, we have often reflected over the fact that many educators tend to look at children with language difficulties in several different ways, and many of them being conflicting. Something that might contribute to this problem is the fact that the term itself, language difficulties, is defined differently between individuals, who in turn affects the way educators and preschools deal with the problem.

The aim of this study is to create an understanding of the problems related to language difficulties, and how it is being dealt with within the preschool environment. To achieve this we have chosen to work within a qualitative research approach, alongside a discourse analysis. The selection of informants we have chosen consists of ten, qualified educators. Within this study we have collected a variety of descriptions for the term

language difficulties, and how these in turn affect the way that children’s language, the typical and the atypical, is developed. As reference material we have chosen to use the paper Med blicken på barnet - Om olikheter inom förskolan som diskursiv praktik, by Palla (2011), and we stick to this theoretical approach throughout the study. Furthermore, we will try to explain the language development of children through developmental psychology and language theories.

Through the analysis of the results found in this study, we conclude that the definition and construction of the term language difficulties, varies greatly, but are always seen as correct and true by the individual behind it. This in turn affects the way that educators deal with the children that are affected. In this study, two reoccurring aspects to this have been found, namely, the age of the child, and the responsibility held by the preschool. These aspects seem to be important in forming the image that educators have of the matter, and furthermore shape the way that they value and deal with it.

Place, publisher, year, edition, pages
2013. , 55 p.
Keyword [en]
Language Difficulties, Discourse Analysis, Typical Language Development
Keyword [sv]
Språksvårigheter, Diskursanalys, Typisk språkutveckling
National Category
Educational Sciences
URN: urn:nbn:se:sh:diva-21405OAI: diva2:688129
Subject / course
Education Studies
Social and Behavioural Science, Law
Available from: 2014-01-16 Created: 2014-01-15 Last updated: 2014-01-16Bibliographically approved

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