AbstractIn my work on language development in preschool the purpose was to examine how and to what extent the pre-school supports children with special needs in their language development. Trough qualitative interviews with four preschool teachers, I wanted to see how they work with language development in preschool. In the study, Main questions asked in the inquiry :How do teachers and support children?s language development?What techniques, resources and tools available to facilitate language development? The conclusion that I made from my inquiry is that the primary language stimulation methods teachers use to encourage children?s language development are rhymes telling, books reading and song singing based on active selection of pieces that match the children?s maturity level.And how they are using different language stimulation techniques Karlstad model, TAKK (Signs of augmentative and alternative communication) and TRAS (Early registration of language development) to promote children?s language development. Keyword: Language development, language stimulation, treatment, communication, methods..

AbstractMy purpose with this essey is to study how they work in preschool whir language- stimulation. I will try a way to work with this trough intervjus whit teacher at preschool. My main questions are: Way dose teachers use language- stimulation? How dose teachers use language- stimulation when it comes to there way of working and methods? Do the teachers think that language- stimulation help the childrens development?To answer these questions I interviewed 6 teachers I central Sweden and used this as data. I have written about language, language- development in a biologik and theoretical aspect, teachers plan, language- stimulation, playing by language sounds and TRAS (early registration of language development) in my literary review.My result shows that working whit language- stimulation helps children in there language- development, it also develops there self-image and identity.

My purpose with this paper related to my questions was to find out how professionals preeschool teachers working on multilingualism. I also wanted to get answers on how pedagogues in the preeschool may promote multilingual childrenÂŽs language development, the factors that promote multilingual childrenÂŽs language development and the role parents have in the language development of multilingual children. I chose to do my study in the form of interviews with professional preeschool teachers and interviewees described including the need for more knowledge of pedagogues around multilingualism. My result based on theoretichal background and the study is that pedagogues should let the childrenÂŽs all languages esemble together. A factor influencing the multilingual childrenÂŽs language development is ambient attitudes to multilingualism.

The purpose of my examination is contributing with knowledge about the relation between language- stimulation in preschool and read- and writes developing and teachers thought about that. In order to meet the purpose I read literature that deals with my matter and is based previous research. I also made qualitative interviews with three elementary school teachers and three preschool teachers who work within preschools that concentrate on development of language in a town in the middle of Sweden.  In this way I find out about their thoughts about what they think is important to work with about language in preschool and how the preschool teachers can work with the development of language to make it easier for the children in their read- and writes developing. The result shows that it is important to work with children?s development of language in preschool.

The study has been conducted to find out whether aesthetic expressions and experiences can benefit the smallest children's language development. How do the teachers at the preschool relate to aesthetic expression? Do they think that aesthetic expression and experience will be favorable for stimulating children's language? Children perceive through their senses, logically aesthetic expressions should promote children's learning and development. How does this claim stand in relation with the smallest children's language development and teachers' views on aesthetics as a pedagogical tool for language stimulation? To get closer to the answer a survey have been done.

My purpose with this paper related to my questions was to find out how professionals preeschool teachers working on multilingualism. I also wanted to get answers on how pedagogues in the preeschool may promote multilingual childrenÂŽs language development, the factors that promote multilingual childrenÂŽs language development and the role parents have in the language development of multilingual children. I chose to do my study in the form of interviews with professional preeschool teachers and interviewees described including the need for more knowledge of pedagogues around multilingualism. My result based on theoretichal background and the study is that pedagogues should let the childrenÂŽs all languages esemble together. A factor influencing the multilingual childrenÂŽs language development is ambient attitudes to multilingualism.

Today?s Sweden becomes more and more multicultural, with a mixture of many different languages. Many children are raised to learn two or more parent languages. If you work as an educationalist in preschool you will probably come in contact with these children. The question is how you should treat them and ease their development of languages.The purpose with this work is to find answers to the question if bilingual children develop their languages by the same method as monolingual and how one as an educationalist can make these children?s development of language easier.The papers preface is a part of literature that describes different researchers view on the bilingual children?s development of language and how one, as an educationalist, can ease it.To my study I have chosen to interview three educationalists in preschool who all work with bilingual children.

The study is based on Lev Vygotskijs and John Dewey's learning theory. Such is ?the zone for immediate development? and ?learning by doing?.Purpose: The study's purpose was to examine how four teachersÂŽ work with bilingual children's language development in a preschool and in a preschool class. These questions will be answered in my study: 1). which view of bilingualism have been the educators? 2).

The aim of this paper was to contribute to knowledge about how preschool-teachers work with the development of children?s spoken language in preschool.The study was conducted through interviews with four preschool-teachers working at the same preschool with one to five year old children. Through the interviews I came to learn about the preschool teachers experience concerning their work with development of children?s spoken language.The results show that the preschool teachers used pedagogical tools like songs, movements, rimes, jungles and stories in their work to develop the children?s spoken language. They said that conflicts and exclusion among children in a group could be a result of differences in language skills.

Objective: The aim of this work is to find out how a number of educators work when giving children support and opportunities for language development.Questions:What have preschool for policy to monitor/assess the children?s language development?What experiences do teachers have of children who need support in language development?How do educator?s regard support from specialised educator?s? Do these efforts support the children to enhance language development?Methods: Qualitative methodology, Interviews with six teachers and two specialised educators from three kindergartens in the municipality.Summary of conclusions: The municipality in which the survey was conducted has a document that provides guide lines on how to work with children?s language development in school and preschool. Pedagogical documentation is a tool that teachers use in nursery school which educators and parents can follow, which shows children?s learning processes and learn strategies. Research shows that through play, music, creative activities, photos, etc.

The purpose of this study was to see how the teacher works with childrenÂŽs language and what working methods they use to develop language, as well as knowledge, among the children in a multilingual school.The main questions for the essay:? What reasons the interviewed teachers about language development?? What approach do the interviewed teachers describe that they use in their multi-lingual children?s group?In order to collect empirical data to my study I chose to use a qualitative method, which consisted of interviews with four teachers in a multilingual class. The study is based on a socio-cultural perspective where social interaction, blocking, communication and language use is the main tool for children's learning and development.The results of my study revealed that teachers realize that when they involve teamwork in class it enhances the activity among the children. In particular when the bilingual children use the language actively in different contexts where they communicate and discuss with each other in the teaching subject. When the children use language in different contexts it also enables them to develop linguistically and in terms of knowledge.

Abstract  The purpose of my study is to see how pedagogues describe their work with language stimulation in preschool. My study is a case study. Through qualitative interviews and observations with three pedagogues I want to se how it works in preschool.     My research question was:How do the pedagogues describe their work procedure with language stimulation?  My result of this study is that language stimulation always is included in all preschool activities.

All human beings need and have the right to a language. How a language is learned and used depends on the individual conditions. This study considers the work to development the language done by pedagogues in a special school for mentally retarded children. How do pedagogues work to develop the language in children who are so different and have so different conditions and needs? That is the central aim of this study.

The purpose of this essay was to determine whether signs as alternative and augmentative communication is one possible resource for children?s language development. Based on my research questions How educators perceive the importance of SAAC as possible resources to enhance children's communication?, For which children is SAAC used? and How does educators perceive child?s best in communicative interactions? have I interviewed six educators in two different kinds of municipalities with different kind of positions.In my background I lift the importance of communication for the human being, what happens to the children who doesn?t get stimulated to their language and child?s best. My literature has shown that children need to have an incentive to acquire a language and that SAAC is mainly created for children with special needs.

AbstractThis study investigates the impact of storytelling for children's language development in preschool from a sociocultural perspective. The purpose is to find what narrative methods teachers use to promote children's language development. I also want to examine whether the children are involved in the storytelling. To get answers to my questions which include what methods teachers use, narrative meaning and function, and their children's participation, I have used qualitative interviews with four preschool teachers at four different preschools.The results of my survey show that teachers use a variety of methods at storytelling. The most common methods were reading, rhymes and daily storytelling while eating.