Purpose: The aim of this study was to examine whether a verb-focused language intervention was effective in increasing children’s verb-vocabulary. In particular, this study investigated whether the treatment resulted in changes to children’s production of target words compared to control words for children who are late talkers. Method: The study utilised a single-subject, multiple baseline across behaviours design. Four children, aged 26-to-39 months who exhibited delayed expressive language development participated in the study. At the beginning of the study, all children had poor expressive language performance indicated by a mean length of utterance two standard deviations below the mean expected for their age and limited vocabulary measured by the New Zealand Communicative Development Inventory: Words and Sentences. New verb-vocabulary items were randomly assigned to intervention and untreated control conditions and probed at regular intervals over a period of eight weeks. Results: All the participants showed increased use of the target verbs compared to the control verbs during the intervention and post-intervention phase. Conclusion: The findings suggest that a verb-focused language intervention was effective in increasing the verb-vocabulary of late talkers. Further research is warranted to determine whether similar results can be found with a larger cohort and whether these gains are sustained over time.

The aim with this study was to explore how English as a second language can be taught in order to reach all type of students and levels. The study was carried out in a third grade class in a specific school from Sweden that works towards inclusive education and language development. The result is based on the analysis of seven observations of English lessons, two interviews and an inquiry that the students answered. Policy documents and previous research were also analyzed. Variation of the language input was a fundamental issue of all of the research results for language learning. Student activity by language use like the pupils were active by using the language: dramatizing, singing, doing rhymes, repeating, dancing, listening, guessing, reading, writing… was observed during the study. The results showed that this way of teaching leads to an activation of all students interests and motivation. Feedback and a positive environment where the student feels welcome to speak in the second language accompanied with positive response from the teacher affects the student self-confidence, which is crucial in young language learners. In conclusion, the findings of the study showed that a positive and active teaching where the students are showered with the language is the key for a level appropriate and inclusive education.

Denna studie handlar om språkutvecklande arbetssätt i förskolan. Syftet med studien var att undersöka och få kunskap om vad ett språkutvecklande arbetssätt i förskolan innebär och vad som kännetecknar detta arbetssätt, samt på vilket sätt lek är involverat i detta. Utgångspunkten för studien var det sociokulturella perspektivet på lärande och utveckling. Den kvalitativa metoden användes genom att material samlades från intervjuer av fem förskollärare. Resultatet visar att ett språkutvecklande arbetssätt i förskolan kännetecknas av dialog, kommunikation, samlingar, lek, litteratur och Internet användning. Det framgår även att barn utvecklar den språkliga förmågan bättre om de blir språkstimulerade i förskolan. Dessutom visar resultatet, genom att observera barn ser förskolepersonalen vilka av dem som eventuellt behöver hjälp med sin språkliga utveckling. Personalen kan då planera anpassade aktiviteter samt stötta barnet i den fria leken. Resultatet har även visat att leken hela tiden är involverad i det språkutvecklande arbetssättet. Lekens roll är att motivera barnen till lärande och väcka deras intresse för de olika språkutvecklande aktiviteter som genomförs i förskolan. Slutligen kan påpekas att förskolan har en viktig roll när det gäller barns språkutveckling. / This report concerns language development work in preschool. The purpose of this study was to investigate and gain knowledge of the meaning of language development approach in preschool and the characteristics of this approach, as well as the importance of the children´s play in this matter. In this study, the socio-cultural perspective on learning and development was adopted. The qualitative method was applied by collecting material from the interviews of five preschoolteachers. The result shows that language development approach is characterised by dialogue, communication, gathering, play, literature and the use of Internet. It is also clear that children develop the linguistic ability better if they have been involved in language stimulation activities in preschool. Another result of hte study was that the deficiency in the progress of a childs languageability can easily be observed by the preschoolstaff. The teacher can plan appropriate activities and support the children in their playing in order to help them develop their language. The results also shows that the play is involved all the time in the language development approach. The meaning of the play is to motivate children to learn and the childs interest in the language development activities carried out in preschool. Finally it should be observed that preschoolactivities play an inportant role in childrens language development.

No description available.

<p>Thanks to preschool Bamse and the entire literature I have related to in my degree work I have both got an explanation for my question at issue, and a clearer insight for my main question "The treating of bilingual children after acclimatization". I have within the investigation chosen to study on the basis of the educationalists perspective on bilingual way of working. My question at issue on this investigation has been to see how a regular day of language development looks and how the group of children developed the Swedish language.</p><p>The purpose with my degree work was to be able to get an insight in the educationalists way of working and methods and also to see how the educationalists treats bilingually individuals after the acclimatization. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews.</p><p>Down here I will sum up the investigation in poles and describe the aspect the informants have pointed out under the interviews.</p><p>Bilingually children’s develop the Swedish language with the educationalists by:</p><ul><li>Converse and communicate with the child</li><li>Name word and objects</li><li>Using the body language at conversations</li><li>Building security in the group of children</li><li>Integrate the playing to a language development in the regular day</li><li>Confirm the child’s meaning at different connections</li><li>Create a god relation with the individual</li><li>Take part of the mother tongue in the program to name single words</li><li>Giving the individual the opportunity to express their thoughts freely</li><li>Place the child at the center of attention among the group of children</li><li>Take part of the parents experience with the mother tongue</li><li>Giving space to create own imagination with the playing for the individual</li><li>Have the language as an approach</li></ul><p>Even the theories mediate that the educationalists shall promote the work with bilingual children so that they control the purpose and see the meaning of activity. The play shall be reason for all activity to increase the will for the group of children. Litterateur also brings out that the preschool program shall establish that the individual gets the opportunity to develop its mother tongue to increase the understanding of the Swedish language. Finally I want to point out that on the basis of the interviews and observations on the preschool program, the educationalists consider that the mother tongue is like a foundation for bilingually children so that they will develop the Swedish language.</p>

<p>The purpose of this study was to investigate into the praxis based sociocultural tools that are utilized to enhance language development in early childhood education. Four pre-school teachers were involved in this study. Two were recruited from an independent pre-school "Maria Montessori", practicing the pedagogical philosophy developed by Maria Montessori. Two were from a public pre-school herein named "Kvasten", which has no official philosophy but where the teachers (like in many Swedish pre-schools) work in a general alignment with the principles of Reggio Emilia pedagogics. The theoretical fundament of the study lies in the general theories of language development and education of Jean Piaget and Lev Vygotskij, and the comparative element mainly concerns the variations in pedagogical praxis between the two pre-schools, and the way the teachers reason about language development. No attempt is made to systematically compare the general merits of the Maria Montessori method and the Reggio Emilia philosophy in enhancing early childhood language development.</p><p>The empirical material consists of interviews and observations. The research method used draws on qualitative methodology in the observations and in the interviews with pre-school teachers. The study confirms that language is considered to be an important part of early development by all teachers interviewed, and this was also confirmed by the observations conducted in the two pre-school settings. The early childhood teachers in this study work actively and consciously to stimulate the children’s language development. The data analysis demonstrates that the pedagogues used various working methods and different educational materials in order to stimulate the children’s language development skills. At the same time the study shows that the teachers’ methods of education differed slightly depending on the varying possibilities and opportunities provided in the two pre-schools.</p>

Abstract   The purpose of my study is to see how pedagogues describe their work with language stimulation in preschool. My study is a case study. Through qualitative interviews and observations with three pedagogues I want to se how it works in preschool.        My research question was: How do the pedagogues describe their work procedure with language stimulation?     My result of this study is that language stimulation always is included in all preschool activities. As a pedagogue you must take care of all opportunities, both spontaneous and arranged situations.  The pedagogues see themselves as very important persons when it comes to children´s language development. As a pedagogue it is important with a consciously reflect on what you do and why you do certain things. They want to be good role- models for the children and give them cheerful and challenging activities that strengthen children in their language development.   The conclusion of my study is that if you are a pedagogue who is constantly conscious, present, confident and enthusiastic you can create many situations every day which stimulate children in their language development.

Syftet med min studie är att belysa hur pedagoger i förskolan ser på sin roll att stimulera och utveckla barns språk. Undersökningen bygger på kvalitativa intervjuer med fem verksamma förskollärare. Resultat av studien visar på att det utförs ett medvetet arbete för att utveckla och stimulera barns språk på förskolan. Detta görs främst genom att pedagogerna tar tillvara på de tillfällen och stunder som ges i vardagen. Därigenom stimuleras barnen till att själva använda sig av språket, och att de i förskolan omges av ett rikt och nyanserat språk både i tal och skrift. Genom att barnen möter vuxna som aktivt lyssnar och tar sig tid för barnet så ökar barnets lust att uttrycka sig. Resultatet visar också på att högläsning, rim, ramsor, sång och andra språk- och sånglekar används dagligen, för att på olika sätt utveckla barnets språk. För att barnet ska träna sig i att använda språket på ett mer nyanserat sätt, övar pedagogerna tillsammans med barnen på att berätta och återberätta utifrån böcker och upplevelser. Det handlar också om att utveckla ordförrådet och begreppsförståelsen hos barnet genom att hjälpa barnet att sätta ord på det som de upplever och gör. Språket utvecklas genom kommunikationen som uppstår i gruppen med barn och vuxna. Det sociala samspelet mellan individerna i gruppen är mycket betydelsefullt för språkutvecklingen. Därigenom stimuleras barnet till kommunikation som för dem är både meningsfull och viktig. Pedagogerna menar att det är barnens intresse och erfarenheter som ska vara utgångspunkten för utvecklandet av både tal- och skriftspråk.    Det kommer också till uttryck i min studie att det är viktigt att skapa en miljö som bidrar till att locka och möjliggöra samspel mellan barnen på förskolan. Pedagogerna ska dessutom erbjuda material som både intresserar och stimulerar barnets språk. Materialet bidrar också till att det finns saker att samtala om. Det viktiga är att barnen upplever det lustfyllt att använda sig av språket på olika sätt och att de med hjälp av språket kan förmedla sig med sin omgivning. / The purpose with this study is to point out how pre-school pedagogues look at their part to stimulate and enrich children language. The survey is based on qualitative interviews with five active pre-school pedagogues. The result of the study shows that an active and deliberate work is done to stimulate and enrich children’s language in pre-school. The pedagogue’s cherishes this work in everyday life at pre-school, thereby stimulating the children to use the language themselves. Secondly the children are indirectly stimulated in the overall pre-school environment by a rich and varied language in both spoken and written language. Children at pre-school communicate with engaged pre-school pedagogues that listen actively and thereby increase the children’s desire to express themselves. The results also show that loud reading, rime, jingles, sing and other language- and song games are used daily in different ways to enrich the children’s language. In order to train the child to use the language in a more varied way, pedagogues and children works together to tell and re-tell books and experiences. In many ways it’s about to enrich the children’s vocabulary by helping them to put words on things they do and experience. The language is evolving when children and pedagogues together communicate within the group. The social interaction between the individuals in the group is very important to evolve and enrich the language and thereby stimulating the child to communicate in a meaningful way. The pedagogues mean that the children’s interests and experiences are the foundation to enrich and evolve a rich spoken- and written language. The study also shows that it is of high importance to create an environment that encourages collaboration between children in pre-school. The pedagogues should also provide material that stimulates and increases children’s interest to learn the language. The material also contributes to subjects to talk about. It’s absolutely vital that children experience language as a fun and great resource to use when communicating and interacting with their surroundings.

The purpose of my examination is contributing with knowledge about the relation between language- stimulation in preschool and read- and writes developing and teachers thought about that. In order to meet the purpose I read literature that deals with my matter and is based previous research. I also made qualitative interviews with three elementary school teachers and three preschool teachers who work within preschools that concentrate on development of language in a town in the middle of Sweden.  In this way I find out about their thoughts about what they think is important to work with about language in preschool and how the preschool teachers can work with the development of language to make it easier for the children in their read- and writes developing. The result shows that it is important to work with children’s development of language in preschool. Children need some part of language awareness when they start at the public school. The result also shows that it is not just one way that’s good for training children’s language development. You need to work with de language in many different ways with the children so that they can learn about all the parts of the language.  I can not see any big difference between the teachers that I interviewed concerning their thoughts in my result. / Syftet med mitt examensarbete är att bidra med kunskap om relationen mellan språkstimulering i förskolan och läs- och skrivutveckling och lärares tankar kring det. För att uppfylla mitt syfte har jag läst litteratur och tidigare forskning som behandlar mitt ämne. Jag har även genomfört kvalitativa intervjuer med tre grundskollärare och tre förskollärare på förskolor med språkinriktning i en stad i Mellansverige. Jag tog på så sätt reda på deras tankar kring vad som är viktigt att arbeta med språkmässigt i förskolan och hur förskolan kan arbeta med barns språkutveckling för att underlätta barnens läs- och skrivinlärning. Resultatet visar att det är viktigt att arbeta med barnens språkutveckling i förskolan. Barnen behöver en viss språklig medvetenhet när de senare börjar grundskolan. Resultatet visar även att det inte bara finns ett sätt som är bra att arbeta på för att språkstimulera barnen utan att man behöver arbeta med språket på flera olika sätt för att barnet ska lära språkets alla delar. Jag ser ingen större skillnad mellan förskollärarnas och grundskollärarnas tankar i mitt resultat.

The purpose of this study was to investigate into the praxis based sociocultural tools that are utilized to enhance language development in early childhood education. Four pre-school teachers were involved in this study. Two were recruited from an independent pre-school "Maria Montessori", practicing the pedagogical philosophy developed by Maria Montessori. Two were from a public pre-school herein named "Kvasten", which has no official philosophy but where the teachers (like in many Swedish pre-schools) work in a general alignment with the principles of Reggio Emilia pedagogics. The theoretical fundament of the study lies in the general theories of language development and education of Jean Piaget and Lev Vygotskij, and the comparative element mainly concerns the variations in pedagogical praxis between the two pre-schools, and the way the teachers reason about language development. No attempt is made to systematically compare the general merits of the Maria Montessori method and the Reggio Emilia philosophy in enhancing early childhood language development. The empirical material consists of interviews and observations. The research method used draws on qualitative methodology in the observations and in the interviews with pre-school teachers. The study confirms that language is considered to be an important part of early development by all teachers interviewed, and this was also confirmed by the observations conducted in the two pre-school settings. The early childhood teachers in this study work actively and consciously to stimulate the children’s language development. The data analysis demonstrates that the pedagogues used various working methods and different educational materials in order to stimulate the children’s language development skills. At the same time the study shows that the teachers’ methods of education differed slightly depending on the varying possibilities and opportunities provided in the two pre-schools.