Högläsningens roll i barns språksocialisation
en undersökning om förskolebarns litteracitets- och språkutveckling
Social backgroundEarly language developmentLiteracyReading aloudHome environmentSocial bakgrundTidig språkutvecklingLitteracitetHögläsningHemmiljö
According to the Swedish preschool policy documents all children should have the same opportunities to develop their early language skills regardless of their social background. The purpose of this study is to investigate how preschool teachers work with children's early literacy and language development with focus on reading aloud. The reason is to investigate how the preschool teachers work to create an environment that stimulates children's literacy and language development. Another intention is to study how often reading aloud occurs in the children's home environment and what the preschool teachers thoughts are about that. The study is based on interviews with four preschool teachers and surveys that were answered by parents. This study's theoretical perspective is based on development and learning occuring through social contexts.The conclusions of the study is that the preschool teachers find it very important for the children to get their early literacy and language development stimulated and that they work to create an environment that fulfills this. The preschool teachers were not sure about if reading aloud in the children's home environment occurred. Whether or not, if reading aloud occurs at home the teachers believe that children will get their early language development and literacy at the preschool anyway. The surveys showed that all the parents read to their children at least once a week and it seemed that they thought it was meaningful.Key words: Social background, early language development, literacy, reading aloud, home environment.Nyckelord: Social bakgrund, tidig språkutveckling, litteracitet, högläsning, hemmiljö