DANTE börjar på E...
en reflekterande essä om förskolebarns möte med skriftspråket
The children's ways of showing interest in writing and reading in pre-school have always fascinated me. The joy and pride they show when they start writing their own doodles and then eventually go on to write real letters and words, is a joy so see.The origin of this essay is based on Dante 3.5 years old. He wants me to spell my name so he can write to me. When I mention the second letter, Dante happily says "E, that's what my name starts with! From the other direction" I am amazed by his thoughts, and my enthusiasm for his knowledge knows no bounds. In the same moment I become aware of Alma, who quietly has seen my reaction to Dante's skills. Alma, who doesn't claim the same adult attention, is also interested in letters and writing, but she performs her writing in silence. How did I respond to her knowledge? How do we at pre-school see the more silent children and how do we handle their abilities?In many ways this situation made me start thinking about children's writing and reading in pre-school, and how our responses might affect their abilities to become literate. I have asked myself questions like; Do we see all children's abilities and how do we encourage them?I have come to the conclusion that our main tool in pre-school is our adult presence and our total commitment to all activities of the children. I have during the writing of this essay always come back to the fact that children's development is dependent on our ways of meeting them, and on how we can help them to believe in their own abilities.On the basis of the literature I have read, I can also see how important it is that pre-school ensures that we really encourage children when they show interest in writing and reading. It's not really difficult. The only thing we need to bring is ourselves, our listening and a genuine interest. The children will show us the rest.