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Högläsning i förskolan: En studie om hur barns språkutveckling uppmärksammas i högläsningen i relationen mellan pedagog och barn ur ett sociokulturellt perspektiv.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2016 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Reading Aloud in Preschool : A study of how children’s language development is recognized in the interaction between teacher and child during reading aloud from a sociocultural perspective. (English)
Abstract [en]

The main purpose of this study is to examine the interaction between educators and children during reading aloud and how the educators recognize this.

The study is qualitative and the empirical material was gathered through observation and interview methods. Interviews were done with three teachers, and they were observed on five occasions. The children’s age is 4-5 years.

The results show that teachers have a good knowledge of reading alouds importance for young children's language development and reading aloud is seen as an educational activity, but may have different purposes depending on the situation. The result also shows that the teachers clearly recognize children's linguistic stimulation in reading aloud.

Place, publisher, year, edition, pages
2016. , 23 p.
Keyword [en]
preschool, read-alouds, language developement
Keyword [sv]
förskola, högläsning, språkutveckling
National Category
Other Humanities
URN: urn:nbn:se:kau:diva-43511OAI: diva2:941563
Subject / course
Educational program
Early Years Education Programme, 210 hp
Available from: 2016-06-22 Created: 2016-06-22 Last updated: 2016-06-22Bibliographically approved

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