This study investigates how four teachers working in preschool class–grade 3 perceive the concept of phonological awareness, how they work to stimulate this awareness and whether they see any change over time. Four teachers were interviewed and turned out to have different perceptions of what phonological awareness is. The interviewed teachers obtained their teaching certificates in different years, which can explain the differences in their knowledge and use of the concept. Half of them worked according to the Bornholm model, which is based on phonological awareness. Those who said that they worked more according to the Whole Language and LTG method nevertheless sometimes used rhymes and chants and language exercises, mostly because they appreciated the playfulness and pleasure of these exercises. Through in-service training and contact with other teachers, the interviewed teachers have become increasingly interested in the concept of phonological awareness.

The purpose of this study is to clarify how pedagogues work with the new curriculum goal regarding reading and talking about text content in order to promote children's language development in various ways. Eight observations have been conducted and four qualitative interviews at four different preschools. Based on the socio-cultural perspective. The results show that preschool teachers have understood that reading aloud and talking about the read is important for children's language development, but the working method between the different preschools has varied. / Syftet med den här studien är att synliggöra hur utbildade förskollärare förhåller sig till och arbetar utifrån målet i den senaste läroplanen (Lpfö18) angående högläsning och samtal kring det lästa för att utveckla språklig medvetenhet  och ordkunskap hos de äldre barnen. Åtta observationer och fyra kvalitativa intervjuer på fyra olika förskolor har genomförts. Studien tar teoretisk utgångspunkt i det sociokulturella perspektivet på lärande som beskrivs av Vygotskij. Resultaten visar att förskollärarna har liknande uppfattningar angående högläsning och samtal kring det lästa avseende värdet för barnens utveckling av språklig medvetenhet. Dock har arbetssättet för att nå detta mål varierat bland de olika förskolorna.