Purpose
The study investigates and discusses how children's self-taught knowledge of text is used or not used when they participate in digital reading and writing exercises in kindergartens together with their kindergarten teachers.
Result
The results show that the children took an active part in conversations with the adults, and that this helped to create meaning and coherence in the teaching. However, the study also found that kindergarten teachers did not always use the children's own experiences and culture as much as they could in their teaching.
Design
Three kindergarten teachers, a kindergarten assistant and four children (between two and three years old) from a Swedish kindergarten participated in the study. The researcher conducted seven visits to the kindergarten and collected data through observations, field notes, video recordings, interviews and reflective conversations.
References
Forsling, K. E. (2021). "Förskolans undervisning i möte med barns informellt erövrade texterfarenheter: En designbaserad studie i en svensk förskola". Educare, 2021(2):41-67.