ERIC Number: EJ1405875
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: EISSN-1476-8275
Prerequisites for Emergent Literacy in Swedish Preschools
Early Child Development and Care, v193 n13-14 p1417-1433 2023
This study aims to examine preschool literacy practices during observations in Swedish preschools with a focus on environment, read-alouds and emergent writing. The study reported on in this article is based on empirical data from 433 observations in preschools in 80 Swedish municipalities that has been analysed qualitatively and quantitatively. Descriptive analyses have been performed on the quantitative data, and observation notes have been coded and thematically analysed. Five themes were created in the thematic analysis of the qualitative data: differences in accessibility to books, few books in different languages, differences regarding existing reading events, read aloud to calm children, and few existing writing events. The study constitutes an essential basis for knowledge, as well as a prerequisite for future intervention studies and the development of relevant in-service education for preschool teachers. Our conclusion is that there is a considerable lack of equity regarding literacy environments in Swedish preschools.
Descriptors: Emergent Literacy, Foreign Countries, Books, Preschool Curriculum, Preschool Education, Preschool Teachers, Preschool Children, Reading, Childrens Writing
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A