Objective: The aim of this work is to find out how a number of educators work when giving children support and opportunities for language development. Questions: What have preschool for policy to monitor/assess the children’s language development? What experiences do teachers have of children who need support in language development? How do educator’s regard support from specialised educator’s? Do these efforts support the children to enhance language development? Methods: Qualitative methodology, Interviews with six teachers and two specialised educators from three kindergartens in the municipality. Summary of conclusions: The municipality in which the survey was conducted has a document that provides guide lines on how to work with children’s language development in school and preschool. Pedagogical documentation is a tool that teachers use in nursery school which educators and parents can follow, which shows children’s learning processes and learn strategies. Research shows that through play, music, creative activities, photos, etc. and the educator’s ways of supporting and giving children context-rich words supported language development. This study shows that teachers use methods that research shows to be congenial to language development. Educators work in their own ways and use different methods to ultimately support the child in its language development. With various efforts from the preschool teacher, language teacher, parents, speech therapy and special education teachers, the educator seeks to support the child’s continued language development.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-17938 |
| Date | January 2012 |
| Creators | Yalcinkaya, Elif |
| Publisher | Södertörns högskola, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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