Read-Aloud and Writing Practices in Nordic Preschools
| العنوان: | Read-Aloud and Writing Practices in Nordic Preschools |
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| المؤلفون: | Alatalo, Tarja, 1961, Norling, Martina, Magnusson, Maria, Tjäru, Sofie, Næss Hjetland, Hanne, Hofslundsengen, Hilde |
| المصدر: | Scandinavian Journal of Educational Research. 68(3):588-603 |
| مصطلحات موضوعية: | early literacy, didactics, mixed method, preschool, read-aloud, reading aloud, shared reading, writing, Läs- och skrivutvecklande praktiker i förskolan |
| الوصف: | This study investigated preschool teachers’ read-aloud and writing practices using a questionnaire about how activities were planned and organized, and what their purpose was. The sample consisted of 222 participants from Finland, Norway, and Sweden. Data was analyzed using a mixed methods approach. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week. A large minority (45.5%) reported never or seldom using writing activities, and rarely in play. The main aims of read-alouds were to promote learning and development, create a sense of community, and regulate group activities. The main aims of writing practices were to learn about letters, understand the function of print, and arouse interest in writing. We discuss the implications of these findings in relation to a need for a didactic approach, where play is the core of early literacy practices. |
| وصف الملف: | electronic |
| URL الوصول: | https://urn.kb.se/resolve?urn=urn:nbn:se:du-41256 https://doi.org/10.1080/00313831.2023.2175243 https://du.diva-portal.org/smash/get/diva2:1651900/FULLTEXT02.pdf |
| قاعدة البيانات: | SwePub |
PDF full text from Publisher | تدمد: | 00313831 14701170 |
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| DOI: | 10.1080/00313831.2023.2175243 |