Studiens syfte är att undersöka hur förskollärare arbetar språkfrämjande med barn som inte har svenska som modersmål. Vi ville genom denna studie ta reda på hur de arbetar med att främja barns språkutveckling i det svenska språket samt vilka metoder och verktyg de använder som stöd i arbetet. Studien är baserad på en kvalitativ ansats genom semistrukturerade intervjuer med fem förskollärare. Teoretisk utgångspunkt är den sociokulturella teorin av Lev S Vygotskij där samspelet med omgivningen är avgörande för barns lärande och utveckling. Resultatet i studien visar enligt förskollärarna att språkliga aktiviteter såsom högläsning, sångstunder och lek är ledande i det språkutvecklande arbetet när det gäller att främja det svenska språket för barn som inte behärskar språket tillräckligt. Metoder och verktyg som förskollärarna främst använder sig av för att stödja barn i deras språkutveckling är digitala verktyg, bilder och TAKK vid kommunikation. Andra faktorer som visade sig vara betydelsefulla i resultatet är samverkan med föräldrarna och modersmålet.

This pilot study adds to the limited literature by examining various forms of dosage (i.e., absence rate; stability in years) within a quality early childhood center and its links to multiple criterion-referenced indicators of school readiness (i.e., gross motor, fine motor, pre-writing, cognitive, language, self-help, personal/social developmental). The sample included 46 children between the ages of 3 and 4-years-old primarily from middle to upper-middle socioeconomic backgrounds. Absence rates were determined via daily sign-in sheets, while stability was determined according to center records. Results indicate stability, not absence rate, as a statistically significant predictor of better performance on two school readiness domains, namely gross motor and personal/social development. This preliminary exploration gives implications to programs, parents, and teachers as it relates to best practices in attendance in early childhood.

Cross-sectional and geographical data from the Panel Study of Income Dynamics were combined with school-district level data from the Census Bureau’s F-33 Survey of Local Government. Use of this unique dataset, allows for the examination of the longterm effects of preschool participation while controlling for the quality of schooling encountered post-program. Former Head Start participants report better health status than individuals with no preschool experience or experience in preschools other than Head Start. Individuals who attended these other preschools outperformed the Head Start group when it came to high school graduation and overall educational attainment. No differences were detected in regard to the groups’ employment status and income. School quality did not appear to be a strong determinant of future success. Neither did it appear to explain the fadeout effect found in many other studies. Long-term effects did not vary much by Head Start region indicating that program quality is of similar quality across the nation. Some differences in benefits were found between rural and urban programs. Respondents who attended Head Start in urban and suburban areas report better health status than their rural peers. Individuals from rural areas were more likely to graduate from high school and have higher incomes than people from urban areas. Intergenerational benefits were also examined. Children whose mothers attended Head Start as a child are more likely to be eligible for the program than children whose mothers had no preschool experience. Among the eligible population, children of Head Start mothers are statistically more likely to actually attend the program than children whose mother did not attend Head Start.

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