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Information Sharing on Children’s Literacy Learning in the Transition From Swedish Preschool to School
Dalarna University.
Dalarna University.
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för utbildningsvetenskap (UV).
2017 (engelsk)Inngår i: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 31, nr 2, s. 240-254Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2017. Vol. 31, nr 2, s. 240-254
Emneord [en]
Communities of practice, literacy learning, preschool, preschool class, transition, zone of proximal development
HSV kategori
Forskningsprogram
Pedagogik, Allmän didaktik
Identifikatorer
URN: urn:nbn:se:lnu:diva-62037DOI: 10.1080/02568543.2016.1274926ISI: 000400153700006Scopus ID: 2-s2.0-85014438488OAI: oai:DiVA.org:lnu-62037DiVA, id: diva2:1086302
Tilgjengelig fra: 2017-03-31 Laget: 2017-03-31 Sist oppdatert: 2019-08-29bibliografisk kontrollert

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Frank, Elisabeth

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