Purpose
The aim of the study is to increase knowledge about the early literacy practices of Finnish, Norwegian and Swedish kindergarten teachers. The research questions are: 1) To what extent do kindergarten teachers report that they are planning reading aloud activities and writing practice? 2) In what ways do kindergarten teachers say they organise reading aloud activities and writing practice? 3) What do kindergarten teachers report as the purpose of the reading aloud activities and writing practice carried out?
Result
The results indicate that early literacy practices and exercises were not planned systematically in kindergartens. Most of the kindergarten teachers (77 percent) reported having had a reading session at least three times a week. A large minority (45.5 percent) reported never or rarely using writing activities, and rarely involving play. The main objectives of reading aloud
were to promote learning and development, create a sense of community, and regulate group activities. The main objectives of writing practice were to learn about letters, understand the meaning of the printed word and spark an interest in writing.
Design
Questionnaires and qualitative content analyses were used for data collection and analysis. 222 kindergarten teachers from Finland, Norway and Sweden participated in the study (a response rate of 65%). The questionnaire consisted of two sections of didactic questions on reading aloud and writing practices, including six multiple choice questions and one open-ended question in each section. The open-ended question was analysed qualitatively.
References
Alatalo, T., Norling, M., Magnusson, M., Tjäru, S., Hjetland, H. N., & Hofslundsengen, H. (2023). Read-aloud and writing practices in Nordic preschools. Scandinavian Journal of Educational Research, https://doi.org/10.1080/00313831.2023.2175243.
Online year: 2023
Issue year: 2024
Review year: 2023