transparent gif

 

Ej inloggad.

Göteborgs universitets publikationer

Using Text in Swedish Pre-schools – a Learning Evironment

Författare och institution:
Elisabeth Mellgren (Institutionen för pedagogik, kommunikation och lärande)
Publicerad i:
EECERA Abstractbook, 25th EECERA ANNUAL CONFERENCE 2015, 2015
Publikationstyp:
Konferensbidrag - refereegranskat abstract
Publiceringsår:
2015
Språk:
engelska
Sammanfattning (abstract):
How can the textual environment in pre-school reflect and contribute to children's literacy learning? Gustafsson and Mellgren (2002) investigated how textual environments were created in Swedish preschools. This original study informed subsequent recent Swedish-New Zealand research (Mellgren & Margrain, 2015). Analysis of the 322 Swedish images from the recent study is shared in this presentation, along with comparisons to the original study. According to UNICEF (2009) it is the right of every child to be literate. Literacy is more than reading and writing, it provides opportunity for meaning making (Gee, 2002, Kress, 2013). The method used was observation and analysis of photographic images. 11 codes were applied, and quantitative analysis utilised. Ethics approval for the study by Mellgren and Margrain was granted from Massey University in New Zealand. Ethical issues included informed consent, confidentiality, participant right to withdrawal, and ensuring no harm. The most frequent categories of text in the images from the Mellgren and Margrain study were ‘labels’ and ‘artefacts.’ These findings connect to the ‘quiet’ text environment described in the earlier Gustafsson and Mellgren study. Meaning-making for children had limited visibility within the images of text in Swedish preschools. Comparative analysis between Swedish and New Zealand data determined that ‘signs and symbols’ were more frequent within the Swedish sample (26.4% vs 7.4%). Early childhood teachers need to have strong understanding of early childhood literacy and pedagogy. Student teachers may need particular support to develop their understanding of early literacy as a socio-cultural, interactive and meaning-driven construct.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
SAMHÄLLSVETENSKAP ->
Utbildningsvetenskap
Nyckelord:
early childhood literacy, early childhood education, environment, improving practice, pedagogy
Postens nummer:
239405
Posten skapad:
2016-07-18 13:58
Posten ändrad:
2016-07-18 14:13

Visa i Endnote-format

Göteborgs universitet • Tel. 031-786 0000
© Göteborgs universitet 2007