Read-aloud and writing practices in Nordic preschools

Tarja Alatalo, Martina Norling, Maria Magnusson, Sofie Tjäru, Hanne Næss Hjetland, Hilde Hofslundsengen

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Preschool teachers’ read-aloud and writing practices were investigated using a questionnaire about how activities were planned and organized, and what their purpose was. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week. A large minority (45.5%) reported never or seldom using writing activities, and rarely in play. The main aims of read-alouds were to promote learning and development, create a sense of community, and regulate group activities. The main aims of writing practices were to learn about letters, understand the function of print, and arouse interest in writing. We discuss the implications of these findings in relation to a need for a didactic approach, where play is the core of early literacy practices.

Original languageEnglish
Number of pages16
JournalScandinavian journal of educational research
Publication statusPublished - 8 Feb 2023
MoE publication typeA1 Journal article-refereed


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