The purpose of my study is to investigate whether the preschool teachers in three districts in a medium size city in Sweden utilize the hallway, where parents drop off and pick up their kids, in a manner conducive to language developing. I am interested in finding out whether there are any differences between the districts. The method I have used is non-participatory observations. My theoretical starting point is Lev Vygotsky's sociocultural theory. My interest was piqued when I read a report from the Swedish Schools Inspectorate (Skolinspektionen). In 2015 the Swedish Schools Inspectorate conducted unannounced audits at 196 randomly selected preschools throughout the country. Several preschools had difficulties living up to their pedagogical duties. Against this background, I think it is interesting to investigate whether this is true also for the preschools in the medium size city in Sweden. The results of my study show that language development for all children in the hallway requires a combination of several strategies . The results also show that it takes more than verbal communication to make a situation language developing . There are strategies that all preschool teachers in the three districts is working with in the hallway. But the result also shows that there are differences in strategies.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-43516 |
| Date | January 2016 |
| Creators | Ryberg, Carina |
| Publisher | Karlstads universitet, Institutionen för pedagogiska studier |
| 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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