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Att främja modersmål i förskolan : Pedagogers inställning och aktiviteter / Encouraging mother tongue in pre-school : Pedagogues attitude and activitiesEriksson-Glad, Evelina, Hovbrandt, Annika January 2020 (has links)
The purpose of this essay, is to investigate how preschool pedagogues support mother tongue development. The research questions guiding our study were the following: What activities encourage mother tongue development? What approach do pedagogues have towards mother tongue development? The theoretical framework used to guide the collection and analysis the empirical material is social-cultural theory, and the related concepts of mediation and diversified normality. Data collection was accomplished through and on-line free-text survey of pedagogues one pre-school. Seven of twelve pedagogues participated. In summary, we found that the pedagogues had a predominantly positive outlook on mother tongue pedagogy. The participants also gave suggestions on how one can work with mother tongue in pre-school, and how these suggestions are encouraging for developing children´s mother tongue. Through our data we also found that the work with the Swedish language happens on a day-to-day basis, but as for the activities with mother tongue they occur more sporadically. A reason for this can be that knowledge for the mother tongue the pre-schoolers have is something that the pedagogues lack knowledge in.
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