TY - JOUR
T1 - Read-aloud and writing practices in Nordic preschools
AU - Alatalo, Tarja
AU - Norling, Martina
AU - Magnusson, Maria
AU - Tjäru, Sofie
AU - Hjetland, Hanne Næss
AU - Hofslundsengen, Hilde
PY - 2023/2/8
Y1 - 2023/2/8
N2 - 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.
AB - 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.
KW - didaktik i förskolan
KW - mixed method
KW - Småbarnspedagogik
KW - högläsning
KW - skrivande
U2 - 10.1080/00313831.2023.2175243
DO - 10.1080/00313831.2023.2175243
M3 - Article
SN - 0031-3831
JO - Scandinavian Journal of Educational Research
JF - Scandinavian Journal of Educational Research
ER -