Förskollärares resonemang om böckers funktioner i högläsning
DOI:
https://doi.org/10.61998/forskul.v13i1.25855Nyckelord:
boken som funktion och artefakt, fokusgruppsintervjuer, metafor, remediering, förskolaAbstract
Hur förskollärare resonerar kring böckers olika funktioner vid högläsning analyseras. Dessa resonemang – baserade på inspelade fokusgruppsintervjuer – konceptualiseras teoretiskt utifrån ett sociokulturellt perspektiv som (re)mediering konstituerande boken som en särskild typ av artefakt. Denna mediering blir särskilt tydlig i metaforerna i lärarnas resonemang. Resultaten visar att de olika funktioner som ges boken kan sammanfattas i termer av metaforerna: fönster, spegel, generator, punktum och motvikt. Denna repertoar implicerar att låta barnen göra olika typer av erfarenheter och möta olika kunskapsområden och praktiker genom högläsning i förskolan. Studien bidrar med kunskap om hur en expandering av repertoaren av de funktioner böcker och högläsning kan fylla berikar yngre barns utbildning.
Preschool teachers’ reasoning about the functions of books in read- alouds
How preschool teachers reason about the different functions of books in read- aloud is analyzed. These reasonings – based on recorded focus group interviews – are theoretically conceptualized from a sociocultural perspective as (re)mediation constituting the book as a particular kind of artefact. This mediation is particularly evident in the metaphorics of the teachers’ reasoning. The results show that the different functions given the book can be summarized in terms of the metaphors: window, mirror, generator, punktum, and balance. This repertoire implies letting children do different kinds of experiences and encounter different knowledge domains and practices through read aloud in preschool.
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