Snurrar läshjulet när Boksnurran stannar? En studie i hur man kan arbeta med högläsning och böcker i förskolan
The aim of this thesis is to describe how to work with the development of language by reading aloud. I have chosen to look at the reading aloud project "Boksnurran" Book Wheel to see if it has influenced the daily work with reading in preschool. My questions are: How do they work with reading in preschool? Is the reading environment suitable? How do the staff describe their booktalks? What problems do they encounter? What can be improved? The thesis is based on qualitative interviews. Those interviewed have participated in "Book Wheel". My theoretical reference has been Vygotsky's "Thoughts of Thinking and Language", which is the basis of the Pre-school Curruculum. My analysis model has been Chambers' "Reading Circle". The respondents borrow many different books although they limit their choices. The children do not participate. Reading aloud occurs as a daily activity in some preschools, once a week in others and not at all in one. The spontaneous reading aloud is a daily occurence, but the respondents cannot guarantee that all the children listen to the books. My study shows that the respondents are conscious about the reading environment and how the books are placed. Vygotsky emphasizes that the child should be given the oppertunity to explain and express his impressions and thoughts. Booktalk is an activity where the latter can be stimulated and my respondents primarily use the pictures in these discussions. However, planned booktalks seem to be difficult to initiate.