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Det var en gång.. - en studie om sagoläsning i förskolan
2004 (Swedish)Independent thesis Advanced level (degree of Master (One Year))Student thesis
Abstract [en]

Recent research demonstrates that considerable literacy-related development occurs before children receive traditional reading instruction in schools. One major aspect of this development is the listening to book readings in preschools by preschool teachers. The reading of books for children is today an activity that occurs on a daily basis. Because of this the book is a cornerstone in the work among preschool teachers and others that work in preschools. Due to this common activity and it´s importance for the early literacy development, the main purpose of this study was to examine the interaction between teachers and children in the age of three to five years old, during book reading sessions and how they shaped these sessions. Supported by videotapes 14 observations was carried out in authentic settings. The interpretation and analysis of these interactions revealed two patterns of reading books: (a) task oriented talk, in which it was uncommon that the teachers incorporated or involved the children´s own experiences; (b) experience-based talking, in which teachers incorporate the children´s own experiences of what the story had to tell. There were also differences between these two patterns when it comes to the types and amount of utterances. In the task oriented pattern the teachers often used cognitive and controlling questions, to control if they had understand words, meanings and so forth. But in the experience-based pattern the teachers rather let the discussion, which had it´s origin of the topic in the storybook, extend widely and used questions that were directed to the children´s own experiences. A major conclusion of this study is that the pedagogical work with children and books need to be done in a conscious way, not as it usually has been practised – as routine work and/or a way to make the children calm. The need for a conscious and well-planned book reading for children in this age needs to be highlighted, due to the decrease in the home based reading by parents, especially among parents with low education.

Place, publisher, year, edition, pages
2004. , 41 p.
Identifiers
URN: urn:nbn:se:kau:diva-58410Local ID: PED D-2OAI: oai:DiVA.org:kau-58410DiVA: diva2:1123039
Subject / course
Pedagogy
Available from: 2017-07-12 Created: 2017-07-12

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf