When you give them a pencil they often say theyre writing: Preschool teachers categorisation of written language work with toddlers
2016 (English)In: Australasian Journal of Early Childhood, ISSN 0312-5033, Vol. 41, no 1, 90-99 p.Article in journal (Refereed) Published
The Swedish preschool curriculum was revised in 2010 and introduced more emphasis on literacy development for very young children. In exploring how educators approach and understand these changes to the curriculum, we drew on focus group interviews with 10 preschool teams working with toddlers. As the educators talked about their work with written language with toddlers, they identified a range of activities from their everyday practice that categorised written language in various ways. As well as reporting on what the teachers said, this paper also shows how they participated in the focus groups, showing hesitancy in some cases and using categorisations, contrasts and active voicing as they shared their perspectives. The studys findings suggest that early childhood educators would benefit from engaging more deeply in theories of literacy that align with early childhood education. This will enable them to theorise from their practice and to articulate their understandings and practice within their teams and to others.
Place, publisher, year, edition, pages
Early Childhood Australia Inc. , 2016. Vol. 41, no 1, 90-99 p.
IdentifiersURN: urn:nbn:se:liu:diva-131718ISI: 000382532800012OAI: oai:DiVA.org:liu-131718DiVA: diva2:1010227
Funding Agencies|Swedish Research Council [721-2008-5565]2016-10-032016-09-302016-10-10Bibliographically approved