Preschool as an arena for developing teacher knowledge concerning children’s language learning

The purpose of this study is to examine what Swedish and Norwegian preschool teachers consider as important to children's language learning in a preschool context.

The results show several similarities between what Swedish and Norwegian preschool teachers consider as important to children's language learning. Both Swedish and Norwegian preschool teachers value the children's own interests and their right to engage in the learning activities offered by the preschools. If the children are uninterested and not engaged, neither the Swedish nor the Norwegian preschool teachers will force them to participate. The preschool teachers also agree that language learning is important for children, particularly vocabulary learning in everyday situations. However, the study also finds differences in children's vocabulary learning between the Swedish and Norwegian preschool teachers. The Norwegian preschool teachers express that children's vocabulary learning happens when children hear words in appropriate contexts here and now, whereas the Swedish preschool teachers relate to children's vocabulary learning as lifelong learning. With regard to how the preschool teachers work with children's language learning and why, the results indicate that the preschool teachers are vague in their narratives. The preschool teachers from both countries present everyday conversations as the most important context for children's language learning, including everyday activities such as meals, play and nappy change. Nevertheless, none of the preschool teachers talk about how these situations can help expand the children's vocabulary.

The study is based on 69 interviews with Swedish preschool teachers and 35 interviews with Norwegian preschool teachers. The interviews were conducted by preschool student teachers during a practical training period in their education. The interview guide consisted of nine questions prepared by the researchers. The questions aimed to identify what the preschool teachers consider important in children's language learning, how they worked with children's language learning and why. The student teachers had received thorough instructions about how to conduct the interviews and how to subsequently transcribe them. The empirical material was read and analysed by the researchers, focusing on what the preschool teachers stated as the most important aspects concerning children's language learning. First, the researchers analysed the interviews separately. They then conducted a comparative analysis, looking for similarities and differences in what the Swedish and Norwegian preschool teachers considered as the most important aspects in their work with children's language learning, how the preschool teachers worked with children's language learning and why.

Sheridan, S., & Gjems, L. (2017). Preschool as an arena for developing teacher knowledge concerning children’s language learning. Early Childhood Education Journal, 45(3), 347-357.