Mother tongue in preschool This study seeks to create an understanding of how preschool educators can participate in promoting and encouraging children's mother tongue in their activities to strengthen the children's identity. It explores the ways in which educators actively promote the children's mother tongue in their work approach and how they perceive the importance of cooperation between preschool and home regarding the children's mother tongue. The study investigates using the case study method, specifically conducted through qualitative interviews and observations. Survey sampled was of two preschools where two educators of varying job positions and length of work experience which have been interviewed and observed. The study analyzes from a sociocultural perspective, which takes into account how learning takes place through interactions among individuals and the social and cultural factors surrounding them. Based on the reported results of the interviews and observations, it appears that the educators are positively related to mother tongue in preschool and use mother tongue support in the activities in a deliberate way to promote the child's identity. There were spontaneous situations in which mother tongue was included in the activity, and there were situations where the educators deliberately used mother tongue to clarify concepts that the children do not understand in swedish. In instances where the identity expresses characteristics of children's mother tongue, the educators sees that these register on the child's posture and facial expressions. The educators note that children feel a sense of accomplishment and ownership when they claim competence to express “my language”, indicating self-awareness of their individuality and unique language. The educators use conversations and planned singing and reading lessons in different mother tongue as part of the daily activities and tools such as digital learning tablets, the computer and the smart board facilitate mother tongue support in preschool activities. Educators believe that, through the various available tools in preschool, cooperation with parents, and the educators’ multilingual abilities are contributory factors of great importance, that support mother tongue development and encourages a multilingual environment in preschool.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-36216 |
| Date | January 2018 |
| Creators | Azzazi, Amira |
| 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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