Högläsningens betydelse för barns språkutveckling : Pedagogers olika uppfattningar om högläsning

Reading aloud. A phenomenographic study of educators' work with and perceptions of reading aloud in preschools. The purpose of this phenomenographic study is to investigate how preschools teachers work with reading aloud in preschools, as well as to identify educators' different perceptions of this subject. Our intent is also to get an expanded picture of how reading aloud in preschools can contribute to children's language development. The theoretical point of view of this study is based on sociocultural theory. To gather our empirical data, we have conducted qualitative interviews with ten preschool teachers in four different preschools in Sweden. From our study it has become apparent to us that there is variation in the educators'perceptions of reading aloud. Based on the result of this study the approaches and perceptions differ depending on the educators' knowledge and purpose. Although there is a similarity when it comes to their awareness of the importance of reading aloud to children, they all express that reading aloud at early age contributes positively to children's language skills. The result of this study brings attention to the responsibility that every preschool teacher needs to take in order to create an inspiring and effective reading activity. In one of the examined schools, not all of the teachers are allowed to read to the children, due to problems with pronunciation of the Swedish language; the reading time is only done by the teachers who have Swedish as a mother tongue. In addition, the results show a lack of good collaboration between home and the preschools.There are many children who do not show interest in books, and this may be because they have never had reading experiences at home. Thus, according to the respondents, the environment at home affects the childrens’ ability to learn from reading aloud in preschool