The purpose of this degree project is to study the preschool's work on dyslexia in two different municipalities. To study this area, a case study is used where I look at two different policy documents from the two municipalities I have chosen. By examining the policy documents, I can visualize what similarities and differences exist between the municipalities when it comes to dealing with dyslexia in preschool. The study also uses semistructured interviews where special educators and preschool teachers can respond to dyslexia interview questions to find out what knowledge and experience they have about dyslexia in preschool. The study included four informants, two special educators and two preschool teachers from two different municipalities. They are all active in municipal preschools in each local municipality. In view of the semistructured interviews and case study, I will look at how social interaction affects children's linguistic and cognitive development based on the socio-cognitive theory and how it can benefit children with tendencies of dyslexia in preschool. The study reveals that there is a poor knowledge of dyslexia, which means that there is no active work around it in the preschool world. Instead, special educators and preschool teachers in the two municipalities focus on language, which is an unconscious way of preventing difficulties for children with tendencies to dyslexia. That they offer children songs, rhyme and frames, books, but also that the children can train language sounds and grammar that can stimulate children's upcoming reading and writing development. It also appears in the study that trends in dyslexia may be detected by a failing work memory for a long time. An important conclusion is that conscious adults are one of the children's most important tools when it comes to their development. Preschool teachers and special educators must understand that regardless of whether there are children with dyslexia or not in preschool, they can always work in a preventive manner. Do more exercises where the children can train for example language sounds and grammatics, to benefit children's learning and development for future schooling. Have the children been given the opportunity to train and strengthen their language during their time at preschool, primary school does not have to be a big challenge for them when they start there.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-68847 |
| Date | January 2018 |
| Creators | Johansson, Emma |
| Publisher | Karlstads universitet, Institutionen för pedagogiska studier (from 2013) |
| 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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