Abstract

The main purpose of this work was to study the attitudes of active teachers to the concept of aesthetic learning processes in the subject Swedish regarding reading and writing instruction in primary school. To carry out this study, a quantitative interview was conducted with six active teachers in the subject Swedish. The interviews were conducted through physical meetings at each teacher´s workplace and at the library at the current school. The schools that the teachers work at are located partly inside the community, two are rural schools located a bit outside the community, one of which is also a charter school. As the result showed, there was an awareness of aesthetic learning processes in their work. However, what was called for and what most of the teachers requested was a clearer guideline regarding aesthetic learning processes in the curriculum within the subject Swedish and a desire to implement this more deeply in the Primary school. Furthermore, it appeared that some of the teachers, mainly in the larger schools, lacked the resources to be able to carry out lessons with aesthetic elements. It also turned out that there was a certain ignorance in the aesthetic and there was a desire for competence development among all teachers. Finally, examples will be given of how teachers work aesthetically in the school subject Swedish teaching with a focus on emergent reading and writing.  

Keywords: Reading and writing learning: phonological awareness, the Bornholm model, aesthetic learning processes, the important thing in playing, preschool 1 – 3.