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.

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..

The main purpose of this study was to examine how preschool teachers are working to promote each child's Language development and whether they can ensure that they do that. Therefore I wanted to find out what a good Language development implies for each teacher, how they work to promote each child's Language development in daily practice, how they measure the actual Language development and also what conditions the teachers have, to engage in a Language development way to work. For the study, I chose a qualitative method, with structured interviews and all together I interviewed six preschool teachers, within the same organization in a suburb close to Stockholm.  The results showed that there is an ambiguity, among the preschool teachers, in what a good Language development means, but it can be stated that they do have a Language development way to work even if it needs to be developed. Further on, it has emerged that the teachers have the tools to measure children's Language development, although they do not have the conditions yet to use the method to the fullest. About the preschool teachers own conditions in order to operate in a Language development way to work, I concluded that they have a strong foundation to build on, but they still have much work ahead of them.

The purpose of this study is to investigate what five primary teachers in five different schools with many second language students have for an idea about inclusion, Language development, practices and environment of the multilingual classrooms. In my study I discusses teachers 'views on the multilingual classroom, inclusion, development of language in a language developing classroom environment and the importance of language skills has for multilingual pupils' Language development and learning of the Swedish language. The method used was unstructured interviews using a digital recording device. The results showed that for these five teachers, meeting second language learners was in there everyday teaching, while it is a challenge to motivate and support them on their level. The teachers work diligently to find a balance and a working classroom environment for the multilingual classroom where all students, regardless of conditions, background, experience, knowledge and language could be offered an equal opportunity to education. .

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 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 teachers´ 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).

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 children´s Language development, the factors that promote multilingual children´s 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 children´s all languages esemble together. A factor influencing the multilingual children´s Language development is ambient attitudes to multilingualism.

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 aim was to find out teachers in Swedish as a second language in primary schools view on how they work with a Language development teaching in a multicultural environment. I did a semi-structured interview where I both made questions before the interview and also used individualized follow-up questions during my interview. I did that because I really wanted to get answers to the subject and the aim of the essay. Two teachers in Swedish as a second language have been interviewed. The result shows that a holistic approach to Language development is important, where great emphasis lies on understanding. Teachers say that communication and interaction are key factors and that it is important with good linguistically appropriate and understandable texts where the words/concepts are learned and used in the right context. .

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 children´s Language development, the factors that promote multilingual children´s 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 children´s all languages esemble together. A factor influencing the multilingual children´s Language development is ambient attitudes to multilingualism.

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.

This essay presents and discusses a study that was performed in a multicultural school, where the teachers, since August 2004, have obtained internal training in how to work with Language development. The objective with this essay is to investigate how the connection between Language development and the development of knowledge can be understood and apprehended by teachers working in this school, and furthermore, to show how a language developing way of work can be accomplished in the teachers daily work.Moreover, I have studied which objectives and strategies, the three language developers in charge of the training of the teachers, have concerning this work, furthermore I have looked into if these objectives and strategies differ from what the teachers understand and practically perform.Pauline Gibbons book, Stärk språket, stärk lärandet (2006), has become a base for this school?s work when it comes to Language development. Gibbons presents theories and practical exercises which have their origin from Vygotskij, Halliday and Cummins. Their theories have also become my theoretical base in this study.I have made qualitative interviews with four teachers working in this school, and with one of the language developers.

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.

In this study I?ve examined bilingual high-school students? experiences of their education held in their native language. The purpose of this study is to examine bilingual high-school students? experiences of how their school organizes the education that?s held in their native language, and how the students feel that the education in their native language has helped their overall Language development and also in terms of learning in general. To complete this study I?ve interviewed six high school students and analyzed their answers using other studies and theories on this subject.

I have chosen to write this essay on Language development in a preparatory class due to the fact that I live in a city where diversity is big and newly arrived students from different countries are constantly increasing in schools. My study has been made in a preparatory class in Södertälje. The National Agency for Education highlights the deficiencies in preparatory classes and believes that education is not adapted to each student's knowledge and maturity and it is therefore difficult for students to reach the goals in school. According to studies by the National Agency for Education, it appears that many newly arrived students do not recieve study guide in their native language, a resource that they are entitled to. Teachers and principals do not take charge of  students knowledge from previous school attendance in their home countries such as mathematics, history and other subjects.