"Det är lätt som en plätt" : En Kvalitativ studie om hur barn förstår och handlar i skrivaktiviteter

• Main Author: Khalil, Dina
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2015
• Subjects: Written language development; writing; ICT; artifacts; tools; skriftspråksutvecklingen; skrivandet; IKT; artefakter; redskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29236

The society we live in today is covered by information and messages that are created by different forms of expression. Children born in this digital society, where they learn how to communicate through resources that they encounter in the kindergarten environment. In the kindergarten curriculum (Lpfö 98/10, p.10) says that "pre-school should strive to ensure that children develop an interest in the written language and an understanding of symbols and their communicative functions." For children to learn the written language, it is important that they exercise it through the different tools available in their environment. Through my thesis I have investigated children's written language development with a focus on writing. I have investigated children's understanding of scripture through various writing activities, that is to say with paper and pencil, letter stamps and the "e-reader" (Ipad). The survey was conducted through a qualitative study where both observations and interviews were used with the purpose of the study and issues. The issues analyzed in the study were: How children perceive their writing in various writing activities? How children understand newspapers, letters and postcards? What understanding have children of ICT use? Through the study, I have chosen to visit a kindergarten, where children between three and five years were attended in the study. But I focused myself most to the children between four and five years old, because at that age they want to explore and learn about their environment. In the analysis and results section, I have used three tables to write down the children's exact words about how they understood the written language and how they simultaneously acted to writing activities. Then I analyzed the results which I have linked to previous research and theoretical concepts.