Barnlitteratur i förskolan : Hur använder sig förskollärare av barnlitteratur i förskolan?

This empirical study has served to highlight the preschool teachers' use of children's literature as well as the space it is given in preschools. To find out, we interviewed four preschool teachers about their approach to children's literature. Our results can be discerned that all preschool teachers saw children's literature as important for the child's development in various fields, mainly language development. All preschool teachers explained during interviews explained that the purpose of reading aloud can also be seen as a caring situation. The primary reason for reading aloud to the children appears to be related to the theme works preschools work with. The driving force to spontaneously read a book came primarily from the children. Although preschool teachers were aware of the positive effects that reading aloud provides, it was in most of the cases that reading aloud was not provided to daily planning. The reason for this is explained by the preschool teachers explains are different factors that prevented this work, where time and staff shortages emphasized by many. All of the preschool teachers in this study saw the librarian as an asset in the selection of children's books to their preschool. However, we saw differences in engagement when it came to their own active choice of children's literature. Our discussion describes preschool teachers approach to the concepts, purpose, definition of children's literature, selection and availability as well as time and environment. For children's literature and its use must meet the objectives of this study pre-term, it needs to be given a prominent place of the educational planning.Validerat; 20130219 (global_studentproject_submitter