Purpose
The study investigates writing instruction for children aged three to ten. The goal is to increase understanding of how instruction standardises writing. The research questions are: 1) What do teachers and children seem to prioritise in writing instruction? 2) What discourses become visible in the teaching of writing in an educational context?
Result
The results indicate that the discourses on expectation, standardisation, and homogeneity in early writing instruction are preferred over the discourses on individuality, creativity, and participation. The discourses on creativity, as well as maturity and progress, are more prominent in teachers' reflections than in the observed writing instruction.
Design
The data material was collected from a kindergarten, a pre-school class and a primary school. It consists of observations of writing lessons, as well as interviews with teachers, conducted both in groups and individually.
References
Forsberg, C. (2021). "Skrivandets gränser: Normering genom skrivdiskurser i tidig skrivundervisning". Akademisk avhandling. Linnéuniversitetet.