More and merrier: Teachers’ views of aesthetic approaches during read-alouds

Previous research has shown that treating children's literature as a source of inspiration for creativity or as aesthetic texts is seldom prioritized during read-alouds in early childhood education and care (ECEC). Therefore, this study aimed to examine ECEC teachers’ views on incorporating aesthetic approaches into read-alouds. It focused on what benefits and challenges teachers perceive when employing aesthetic approaches during read-alouds. Six teachers, mostly working with six-year-olds, participated in the study. They received in-service training and took part in recurring group interviews about their implementation of aesthetic approaches. Thematic data analysis revealed that the teachers held positive views about aesthetic approaches, finding them enriching. However, balancing preplanned goals, in-the-moment contributions, and diverse needs was challenging. Since teachers rarely emphasized the literary elements of books, further research should explore these aspects in ECEC settings.

Keywords: aesthetic response; early childhood education; literacy practices; pre-primary education; shared bookreading