Högläsning i förskolan
En undersökning i teori och praktik
Why should teachers devote themselves to reading aloud? Reading aloud has a given place in most of the Swedish preschools. Many teachers read to children. Research on the subject has shown that it is very rewarding for preschoolers to have stories read to them. They hear how the language is constructed, becomes aware of matter of text, and they are able to take part of how other people live. This research has been the foundation for my qualitative study. The purpose of my investigation was to find out how four educators who are active in three different preschools reason about reading aloud. Do they practice reading aloud at their respective preschools and if so, why? What do they believe that reading aloud will contribute to the child's development? An examination of pre-school curriculum has also been done to see whether it contains any regulations regarding reading aloud to preschoolers. In order to answer these questions, interviews were held with the four teachers and a review of the curriculum has been done. The interviews were then analyzed. The result of the interviews showed that all the respondents practice reading aloud and that they believe it will mainly benefit the development of the children's language. During the interviews the teachers highlighted that reading aloud helps to make children aware of how other people live and this enables them to bring our cultural heritage forward. The review of the curriculum led to a knowledge that it doesn?t contain any regulations on the practice of reading aloud. There is nothing in the curriculum that mentions reading aloud as being an important activity in preschool. However, the review revealed that many of the missions and quest objectives in the curriculum can be achieved by reading aloud.