The aim of our study is to create knowledge about preschool teachers' work with TAKK (signs as alternative and supplementary communication) to improve verbal language in preschool. This study is based on a socio-cultural theory which focuses on how we learn with or through other people and with cultural tools such as signs and pictures. We used a qualitativ method and have conducted interviews with four educators about how and why educators use TAKK in preschool. We see a broader use of TAKK in preschools where there doesn't seem to be a clear structure and no requirement for education. We will in our study explain how the effects of TAKK are described by the educators. All four educators agree that TAKK is a supplementary communication tool that does help the children to communicate when the spoken language does not exist within the child for different reasons. The educators think that TAKK has proven many positive results such as the rate of speech at the teachers which makes it easier for the children to understand the words and by using signs the teachers notice that they also pronounce the words more accurately. In this paper we will present the many positive aspects of using TAKK but also some negative ones according to the educators that participated in our study.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-63491 |
| Date | January 2023 |
| Creators | Chorthong, Jane, Weber, Emily |
| 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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