The purpose of this study is to find out how teachers work with fairytales in preschools raising several questions; How would the teachers describe the literary environment at the preschools? What does theory say about the literary environment? What type of fairytales do the teachers perceive that they work with? How does theory describe these fairytales? What is the underlying purpose for teachers working with fairytales? What purposes are described in theory? My study is based on qualitative interviews conducted with three teachers working in preschool in a small town. The study is based on hermeneutic theory.  I have also used other theory to complete the study.          The teachers all see the possibility of using storytelling as a means to developing the children´ s vocabulary. Some of the teachers also use books and stories as a way of indirectly addressing ongoing personal problems.                                                                                                       The results of my study show that fairytales can be a valuable tool for personal development for children. Working with fairytales could be crucial to how children develop their curiosity and desire to learn and manage ongoing traumas in their lives. My study also raises questions that might be interesting to discuss in a future not so far from now; should teachers be more aware of their important therapeutic role when choosing fairytales?

För att skapa möjligheter för elever att utveckla sitt språk samt sin läs- och skrivförmåga behöver de goda förebilder. Genom vår utbildning har vi tagit del av hur högläsning möjliggör för läraren att vara en läsande förebild och hur man genom att prata om ord, meningsbyggnad och det skrivna språket kan främja elevers språk-, läs- och skrivutveckling. I vår studie har vi undersökt högläsning som verksamhet i skolans första år genom att identifiera samband mellan vad, när och varför lärare läser högt.   Vi har använt oss av en kvalitativ studie där vi genom intervjuer av lärare erhållit den data som ligger till grund för vårt resultat. Av resultatet framkom tre samband mellan vad, när och varför lärare använder högläsning i verksamheten. De rådande sambanden har att göra med de olikheter som visar sig utifrån om högläsning används som integrerad del av undervisningen eller inte. Det är något anmärkningsvärt att lärarna visar en slående medvetenhet om högläsningens inverkan på elevernas språk-, läs- och skrivutveckling, men att den inte alltid framkommer i deras egna utsagor av arbetet med högläsning.   Högläsning kan ske med syfte att ha en mysig stund, utveckla elevernas språkliga förmåga generellt samt främja deras läs- och skrivutveckling. Då högläsning bedrivs vid olika tillfällen under dagen innebär det en variation i de texter läraren läser ur och möjligheterna till fortsatt arbete är beroende på syftet med högläsningen. / To create opportunities for students to develop their language as well as reading and writing abilities they need good role models. Through our education we have acknowledged how reading aloud makes it possible for the teacher to be a role model when it comes to reading, and how you can promote students development concerning language, reading and writing by talking about words, sentence construction and the written language. In our study we have examined reading aloud as an activity in the first years of schooling by identifying connections between what, when and why teachers read aloud.     We have conducted a qualitative study in which we by interviewing teachers have accumulated the data on which we are basing our results. The result gives us three correlations between what, when and why teachers use reading aloud as an activity. The correlations has to do with the differences that are visible if a teacher uses reading aloud as an integrated part of the education or not. It is somewhat extraordinary that the teachers are showing a striking awareness of the effect that reading aloud has on the students language as well as reading and writing capabilities, but that this awareness is not always shown in their own statements of their work with reading aloud.     Reading aloud can have the purpose of being a cosy moment, to develop the students language abilities in general as well as being beneficial for their development in reading and writing. There is a variation in the texts the teacher is reading from since reading aloud is conducted at different times of the day, and the opportunities for further work is dependent on the purpose with reading aloud.

<p>För att skapa möjligheter för elever att utveckla sitt språk samt sin läs- och skrivförmåga behöver de goda förebilder. Genom vår utbildning har vi tagit del av hur högläsning möjliggör för läraren att vara en läsande förebild och hur man genom att prata om ord, meningsbyggnad och det skrivna språket kan främja elevers språk-, läs- och skrivutveckling. I vår studie har vi undersökt högläsning som verksamhet i skolans första år genom att identifiera samband mellan vad, när och varför lärare läser högt.</p><p> </p><p>Vi har använt oss av en kvalitativ studie där vi genom intervjuer av lärare erhållit den data som ligger till grund för vårt resultat. Av resultatet framkom tre samband mellan vad, när och varför lärare använder högläsning i verksamheten. De rådande sambanden har att göra med de olikheter som visar sig utifrån om högläsning används som integrerad del av undervisningen eller inte. Det är något anmärkningsvärt att lärarna visar en slående medvetenhet om högläsningens inverkan på elevernas språk-, läs- och skrivutveckling, men att den inte alltid framkommer i deras egna utsagor av arbetet med högläsning.</p><p> </p><p>Högläsning kan ske med syfte att ha en mysig stund, utveckla elevernas språkliga förmåga generellt samt främja deras läs- och skrivutveckling. Då högläsning bedrivs vid olika tillfällen under dagen innebär det en variation i de texter läraren läser ur och möjligheterna till fortsatt arbete är beroende på syftet med högläsningen.</p><p> </p> / <p>To create opportunities for students to develop their language as well as reading and writing abilities they need good role models. Through our education we have acknowledged how reading aloud makes it possible for the teacher to be a role model when it comes to reading, and how you can promote students development concerning language, reading and writing by talking about words, sentence construction and the written language. In our study we have examined reading aloud as an activity in the first years of schooling by identifying connections between what, when and why teachers read aloud.</p><p> </p><p> </p><p>We have conducted a qualitative study in which we by interviewing teachers have accumulated the data on which we are basing our results. The result gives us three correlations between what, when and why teachers use reading aloud as an activity. The correlations has to do with the differences that are visible if a teacher uses reading aloud as an integrated part of the education or not. It is somewhat extraordinary that the teachers are showing a striking awareness of the effect that reading aloud has on the students language as well as reading and writing capabilities, but that this awareness is not always shown in their own statements of their work with reading aloud.</p><p> </p><p> </p><p>Reading aloud can have the purpose of being a cosy moment, to develop the students language abilities in general as well as being beneficial for their development in reading and writing. There is a variation in the texts the teacher is reading from since reading aloud is conducted at different times of the day, and the opportunities for further work is dependent on the purpose with reading aloud.</p><p> </p>

Syftet med den här studien är att undersöka hur förskollärare motiverar barn i åldersgrupp tre-fem år till läsning i förskolan. Många forskare anser att det är viktigt med högläsning för språkutvecklingen och för att motivera barn till fortsatt självständig läsning, det bidrar även till att barnens fantasi utvecklas (Björklund, 2008; Ivarsson, 2008, s.). Det läggs mycket tid på digitala medier såsom iPad, Ikt i förskolan och gör att andra aktiviteter får mindre tid (Forsling, 2011). Min studie argumenterar för att läsning i förskolan inte får bortprioriteras av verktyg som iPads, utan de ska användas som komplement till läsning i verksamheten. I studien gjordes fyra intervjuer med fem förskollärare som har hand om barn i åldrarna tre - fem år i samma kommun. Syftet med intervjuer är att undersöka pedagoger tankar och erfarenheter av att motivera barn till läsning och att använda sig av digitala resurser. Resultatet visar att de motiverar barn till läsning bland annat genom att leva sig in i berättelsernas handling, dramatisera dem och genom att kombinera högläsning med digitala verktyg. / The purpose of this study is to explore how a selection of five preschool teachers thinks of reading aloud, and gets knowledge how to motivate children in the age of three-five years to read. Many scientists confirm that reading aloud to children is important because it enhances language development, reading aloud motivates children to continue to read on their own and contributes children´s fantasy develops according to read aloud. (Björklund, 2008; Ivarsson, 2008). As digital media seems to take over preschool activities increasingly (Forsling, 2011), my study is arguing that reading aloud doesn’t lose priority and that you can combine ipads with other activities like reading aloud. The study is based on four interviews with five preschool teachers from various preschools in the age group three-five years in the same community. The result shows that preschool teacher motivates children to read by different strategies such as theater, different environments and in the use of different forms of storytelling.

Syftet med min studie är att undersöka förskolepedagogernas förhållningssätt till högläsning och i berättande i förskolan. Det dels med bakgrund av att lärplanen säger att pedagogerna ska lägga en grund till att barnen utvecklar ett nyanserat ordförråd och talspråk, även att barnen utvecklar ett intresse för skriftspråket (Skolverket, 2010, s. 10). Studien består av intervjuer med svar från sju pedagogen från sex olika förskolor. Teoretisk bas är från Lev S. Vygotskijs sociokulturella teori, vilket dels handlar om hur barn lär i samspel och i kommunikationen med andra erfarna vänner och pedagoger. Samtliga informanter uppger att de strävar efter att mer kunna få in högläsning och berättande i verksamheten och göra det intressant för barnen. Det för att väcka barnen intresse för språket och därmed skapta möjligheter till att ge dem en grund till deras språk- och skrivutveckling. Informanterna lyfte olika syften till-, förhållningssätt till- och tycks använda olika strategier till både när det gäller högläsning och berättande. Det är även en spridning av olika faktorer som kan påverka och ges en möjlighet till dessa aktiviteter. / The purpose ofmy studyis to investigatepreschooleducators'approach toreading aloudandstorytellingin preschool. Partly are the background of the curriculum say thatteachers willlay a foundationto children developinga nuancedvocabulary andspoken language, even the childrendevelopan interest inthe written language(National Agency for Education, 2010, p. 10). The study consists ofinterviews withresponsesfrom seveneducatorsfrom sixkindergartens.The theoretical basisis fromLevS.Vygotskijssocioculturaltheory,which on one handis about howchildren learnthrough interactionandcommunicationwith other experiencedfriends andteachers. Allinformantssay theyaspire tomorebe able to getintoreading aloud andstorytellinginbusiness andmake it interesting forkids. It istobring the kidsinterest inthe languageand thuscreated opportunities togive thema foundationfortheirlanguage andwriting skills. Informantshighlightedvarious purposessupply, attitudessupply andseem touse differentstrategies interms of bothreading aloud andstorytelling.Thereisalsoa proliferation ofdifferent factors thatcan affect and begivenan opportunityto theseactivities.

Syftet med studien är att undersöka hur lärare i årskurs 1 respektive 3 beskriver och motiverar sitt arbete med språkutveckling och läsförståelse tillsammans med högläsning. Studien utgår från följande frågeställningar: Hur beskriver och motiverar lärare sitt arbete med högläsning? Vilka arbetssätt används för att förstärka högläsningens effekt på elevernas språkutveckling? Hur arbetar lärare så att elevernas läsförståelse gynnas tillsammans med högläsningen? Skiljer sig det aktiva arbetet med högläsning åt mellan årskurs 1 och årskurs 3 i just de här skolorna? I så fall hur? Studien gjordes med hjälp av en enkät som har besvarats av 50 lärare och intervjuer med fem lärare som arbetar i årskurs 1 och årskurs 3. Studien utgår fyra teorianknytningar och dessa är Lev Vygotskijs teori om sociokulturellt perspektiv, Vygotskijs teori "Zone of proximal development", Aidan Chambers teori om boksamtal och Barbro Westlunds teori om lässtrategier. Resultatet av studien visar att lärarna beskriver högläsning som ett positiv arbetssätt som utvecklar elevernas språkkunskaper och läsförståelse. De tre vanligaste sätten att arbeta för att förstärka högläsningens effekt på elevernas språkutveckling är lässtrategier, boksamtal och "En läsande klass". Den huvudsakliga skillnaden mellan de olika årskurserna är den faktiska tid som ägnas åt högläsning. I genomsnitt läser lärare högt för sina elever varje vecka 1 timme och 59 minuter i årskurs 1 respektive 1 timme och 22 minuter i årskurs 3. / The purpose of the study is to examine how teachers in grades 1 respective 3 describes and justifies the work with reading comprehension and language development along with reading aloud. The study is based on the following questions: How do the teachers describe and motivate their work with reading aloud? What approach are they using to enhance the reading aloud effect on pupils' language? How do teachers work in order that students' reading comprehension will benefit from the teacher reading aloud?  Does the active work with reading aloud differ between grade 1 and grade 3 in these particular schools? If so, how? This study was made by using a questionnaire to 50 teachers and interviews with five teachers working in grade 1 and grade 3. The study is based on four theoretical extensions and these are Lev Vygotskijs theory of Socio-cultural perspective, Vygotskijs theory  ”Zone of proximal development”, Aidan Chambers theory of discussions of literature and Barbro Westlunds theory of reading strategies. The result of the study shows that teachers describe reading aloud as a positive approach that develops students' language skills and reading comprehension. The three most common ways of working to strengthen reading aloud effect on pupils' language development are reading strategies, discussions of literature and "En läsande klass". The main difference between the different grades is the actual time devoted to reading aloud. On average, teachers read aloud to students weekly for 1 hour and 59 minutes in grade 1 and for 1 hour and 22 minutes in grade 3.

This study investigates four pre-school teachers point of view on loud-reading. The study aims to illuminate the pre-school teachers motive of reading loudly. The case study has been done with a socio-cultural perspective on teaching as a basic. I have chosen to use the qualitative interview technique in order to examine how teachers include loud-reading in their lessons. Informants claimed that reading-loudly nearly always is done in group, but how large the group is could vary of course. All of the teachers stated there were a lot of reasons for loud-reading. In spite of the informants claim that there are a lot of reasons to do so, the overall motive was to calm down the pupils. As for that the consensus was complete, whilst the reason for reading loudly spontaneously or plannedly did differ.

This study is conducted from qualitative research with interviews as a basis, where I have interviewed four teachers from elementary school’s early ages (year 1-3). The aim is to highlight the teacher’s perspectives and experiences of reading aloud, and how they connect the activity to gender. The questions at issue that have been answered in this paper are how the teacher’s reflect to gender and reading aloud in a school environment; do the teacher’s reflect over the gender perspective when choosing reading aloud literature? When reading aloud, which attributes are important to highlight for girls and boys according to the teachers? Which books do the teachers consider "good" gender literature? The paper is based on the theoretical grounds of social constructivism, gender as construction, gender conscious pedagogy and reading aloud. In previous research the focal point has been Kåreland’s study on gender in literature in pre-school, and on how children are being portrayed in children’s literature today, from a gender perspective. The teacher’s that have been interviewed in this study all agreed on the fact that reading aloud is a very important part of education and are used by most teachers on a daily basis. The teacher’s apply the gender perspective on the choices of reading aloud literature to some extent. Another aspect, such as which theme the class is focusing on at the moment, often precedes the gender aspect. The teacher’s were unanimous that there are attributes that should be highlighted for both boys and girls in the classes, and that this can be done through literature. Attributes the teachers believe boys need to develop are, vulnerability, care and emotions, while the girls need to get a chance to develop courage and strength.

Children's language development is highly connected to the success of every school. Especially when it comes to the children learning reading and writing skills, regardless of what method the schools use in order to achieve this. An early intervention can facilitate the learning of reading comprehension. Reading aloud and playing with the language learning is the greatest gift we can give our children and students. Children learn how to use a book by turning the pages and see how the words and texts are structured. Together you create a moment of closeness and discover how you can share your thoughts and experiences using pictures and words in the book. The purpose of this study is to gain insight and understanding into how teachers motivates and leads the children towards the discovering their own joy of reading. These also include those children that would rather play than sitting still listening to children's literature. The survey is a series of interviews with six class teachers from pre-schools in a suburb south of Stockholm. The result shows that teachers believe that reading aloud and having follow up book talks are an important part of capturing children’s interest for reading, especially children who do not have their own motivation to be involved in learning to enjoy books. Reading aloud using intonation and different voices stimulates children's curiosity, and in turn this results in children themselves getting involved in the narration.

This thesis is a study of the narrative language of Elsa Beskow, Sweden's most famous children's writer of the early twentieth century. The overall aim of the thesis is to contribute to the understanding of why Beskow's stories are still among the most popular children's books in Sweden, more than a hundred years after her literary debut. My investigation is a quantitative study of word-class distribution, various syntactic features, and readability in four picture-books and four other stories. To begin with, Beskow's language is compared to that of other texts written for young readers, including children's fiction, a contemporary reading-book, and popular comic strips. The results indicate that Beskow has something in common with all of these materials, especially with children's fiction. However, she also has her own style, which is different from the children's fiction I compare with. For example, her sentences are comparatively long and often begin with a conjunction. Moreover, Beskow uses many address phrases and interjectional phrases, and the initial clause-constituent is often some other clause element than the subject. Additionally, Beskow's narrative language is compared to conversational language and to formal prose. The results show that Beskow moves along the whole scale, from conversation to formal writing, depending on what aspect of her language use is considered. In some cases, her style even falls outside of the scale. For example, placing the subject in initial position is less common in Beskow's writing than in both conversation and formal writing. Finally, the variation between Beskow's texts is examined. The analysis shows, among other things, that the oral influences on Beskow's style increased during the five decades she wrote stories.