The study´s purpose is to investigate the underlying norms of how the concepts of language development and learning, used in the preschool curriculum. Knowledge of the concepts underlying norms can help to make visible what approach preschool teacher is expected to have to children's language, in relation to development and learning. The results of the study may in turn provide a picture of societal norms on children in preschool and a deeper understanding of the importance of preschool to review and analyze the content of the curriculum, then it is not a foregone conclusion. Theoretical basis is curriculum theory, which involves studying curricula in order to create a knowledge of a society and its cultural, social and economic demands. Norman Faircloughs critical discourse analysis is used as a method, in order to achieve the study´s intention and answer the questions at issues in the study. The critical discourse analysis considers that the discourse is creating the social world through language. The results of the study show that there is a language in the curriculum as normatively may influence preschool teacher. It is the concept of communication that sets the language in relation with development and learning. Communication should be seen as both method and content of preschool aim to give children a development and learning. Pre-school teachers must possess an attitude that says that all communication, both verbal and non-verbal, is important to give children a development and learning.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-38684 |
| Date | January 2014 |
| Creators | Nilsson, Maria |
| Publisher | Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV) |
| 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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