This study aims to find out how educators in preschool view the youngest preschool children's written production and literacy, the youngest children refer to those who are between 1 and 3 years old. To answer the purpose, I chose qualitative interviews as a method. The interviews were conducted with six educators working in preschool, of which four were preschool teachers and two were teacher assistants. The results show that the educators have not reflected as much on the younger children's written production as a separate activity. Focus has instead been on working with language development. They have, for example, read aloud and used other methods that help develop language skills. Even though the educators do not plan ahead very much for children's text work, it seems that such work still occurs among the children, with or without support from the educators. This study concludes that in order for the younger children's literacy to develop even more, the educators need more knowledge in how literacy is manifested in younger children, to provide right support and challenge them to learn even more.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-85651 |
| Date | January 2021 |
| Creators | Mårtensson, Moa |
| Publisher | Karlstads universitet |
| 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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