”Jag har en farmor i Grekland och en hund som heter Petter” : En studie om planerade högläsningssituationers didaktiska funktion, förekomst och utformning i förskolan

• Main Author: D. Engblom, Alexandra
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Institutionen för kultur och lärande 2015
• Subjects: Reading aloud; learning; preschool; children; interaction; Högläsning; lärande; förskola; barn; samspel
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28958

The aim of the study was to gain insight into how two different preschools work with planned reading aloud. My questions were: To what extent does planned reading aloud occur at the preschools? How do the planned situations when they read aloud look like? How do they make the choice of children’s literature to the planned reading aloud sessions? And; how can these different factors affect children's learning and development? This I have tried to find out by using a qualitative method. My material was collected through interviews and observations, these have been audio recorded and transcribed and supplemented with notes. I have during the study had three informants, Informant A, Informant B, and Informant C. The Informants Informant A and Informant B have participated in each separate interview, and at the departments where they work I have made two observations each. Informant C has been my backup informant and has participated in an interview, but I did not do any observations on the department where he/she works. My collected material was then analyzed with the help of the socio-cultural perspective and the theories of learning, development and interaction that that involves. My results showed that the two preschools worked in both partly similar and in different ways with reading aloud. These different yet similar approaches had different characteristics that showed that the work of reading aloud can be varied, enjoyable and a learning experience in many ways. The teacher plays an important role in children's learning and development in the reading aloud situations because he/she has the opportunity to see and support the child and control what books are being used and how they are used. The child also gets a chance to gain access to different cultures and contexts through the books content and can thereby learn. The study also showed that children get the opportunity to broaden their experiences and ideas in conversations with other children and adults in the situation if the teacher gives the children space to talk to each other and him/her.