In many countries today, there is emphasis on teachers’ interaction with parents. Also, parents are expected to be involved in their children’s schooling. Teacher education, however,has been criticized for not preparing the prospective teachers sufficiently for the task. International studies have found on the one hand that digital technology facilitates teachers’communication with guardians, and on the other hand that communication via email risksleading to negative consequences. The aim of this study is to explore how the contact betweenhome and school is perceived from a group of Swedish teachers’ perspective. The empiricalmaterial consists of questionnaires directed to schoolteachers. In this paper, we analyse howteachers have answered open-ended questions posed in the questionnaire. The teachers reportthat it has become much more common for parents to contact them, in particular via email,and parents expect teachers to be available for them and respond quickly. The teachers try toestablish their own individual guidelines for how to handle parental contacts. Our conclusionis that collegial cooperation could facilitate the teachers’ tasks involving parents, and thatteacher education should address the issue of how to combine good working conditions witha professional approach and good relations with the parents

I modulens inledande del beskrivs elevens skrivutveckling genom olika faser, från pseudo-skrivning till ortografisk-morfemisk skrivning. Två strategier för skrivandet diskuteras – den direkta (ortografiska) och den indirekta (fonologiska).

Syftet med att lyfta olika komponenter av skrivandet är att ge fördjupad kunskap om elevens skrivprocess och väcka tankar om hur motivation, idéskapande, inkodning och textbyggande utgör delar av skrivundervisningen. 

I undervisningsaktiviteten kan ni på ett lekfullt sätt arbeta med skiljetecken på olika nivåer genom att låta eleverna formulera gåtor om sig själva.

I fritidshemmets verksamhet finns det stora möjligheter för dig som pedagog att konkretisera och arbeta med elevernas språkutveckling på olika sätt. I den här boken får du tips på språkutvecklande och planerade aktiviteter som går att genomföra i den dagliga fritidsverksamheten.

I denna del uppmärksammas stavningskonventionerna och hur eleverna ökar sin medvetenhet från att upptäcka hur fonem och morfem hänger ihop till att se att det finns regler för stavning som stöttar det egna skrivandet. Syftet är att väcka tankar och diskussion kring vad, hur och i vilka sammanhang lärare ska använda sin egen förtrogenhet med stavningsregler i undervisningen och mötet med eleverna.

I delen ingår även en inriktningsartikel om att stimulera skrivande i förskoleklass. 

I undervisningsaktiviteten kan ni bland annat låta eleverna arbeta med skriftspråkskonventioner genom att uppmärksamma versal och skiljetecken i ord och texter på olika sätt.

Collaboration and continuity between school types are important factors

that favor long-term learning and that need to be given attention in the

transition between early childhood school institutions. This study highlights

teachers’ experiences of information sharing during the transition from

Swedish preschool to preschool class (i.e., from the child care to school)

with regard to children’s literacy learning. To find out and evaluate the

individual child’s development, the child’s actual and proximal development

zones needs to be taken into account in the transition. It appears that

some preschool teachers wish to share information on children’s literacy

learning, but it is mainly about the children’s interest in literacy activities.

Also the preschool class teachers’ wishes to know more about the children’s

literacy learning are too much on a general level to be able to provide a

good enough basis for planning literacy activities that fit every individual

child. A large part of the outcomes derives from the preschool tradition that

has viewed care as being core to its work and considered learning and

achievement as domains associated with compulsory school. This article

discusses whether the training of teachers in early childhood education

needs a stronger focus on literacy learning.