Studien syftar till att undersöka hur de yngsta barnens kommunikation kan förstås i förhållande till barns delaktighet och inflytande i förskolan. Studien är kvalitativ och den valda metoden är deltagande observationer. Tolkning och analys av resultatet utfördes med utgångspunkt i ett sociokulturellt perspektiv och genomgående i studien har fokus varit på barns kommunikativa kompetenser. Resultatet visar att barn är kompetenta i sin kommunikation på många och varierande sätt och att den kroppsliga kommunikationen ofta är central. I vilken utsträckning och på vilket sätt barnen kommunicerar är beroende av den sociala och fysiska miljö de befinner sig i. Slutsatsen är att barn är kommunikativt kompetenta men att det krävs en social språkmiljö där pedagogerna har ett förhållningssätt som främjar kommunikationen för att kompetenserna ska framträda och därigenom gynna delaktigheten.

The availability of teaching materials for grades 4–6 is today extensive and is characterized by many different actors who strive to sell their teaching materials. The current teaching materials used in different schools and in different classes affect both students' learning and the teachers' professional practice. The survey is based on two questions: How much of the content in the Good Stuff Gold 4-6 workbook provides opportunities for students to practice productive and interactive oral skills from the central content in Lgr 22, and how are students given the opportunity to practice linguistic, strategic, pragmatic and discursive language competences through Good Stuff Gold 4-6 workbook? By comparing the teaching material Good Stuff Gold with the new curriculum for compulsory school that will be used during the autumn term 2022, the content has been analyzed with a focus on productive and interactive exercises according to the Common European Framework of Reference for Languages (GERS), as the curriculum in English is based on the framework. To visualize which types of skills students are given opportunity to practice with the help of the examined teaching aid, Lyle F. Bachman's definition of communicative skills has been applied in the analysis. Oral tasks have been categorized based on skills that the students get to practice. The results show that the opportunities students have in practicing and using English in their speech are limited to include specific competencies and do not offer the width of competency training that is necessary to develop an acceptable communicative competence. The conclusion is thus that the teachers must supplement the teaching material with exercises that they themself have to create in order to offer students exercises that give them opportunities to practice the different skills that are formulated in the knowledge requirements.