Narrativ lek som språkutvecklande praktik – Förskollärares stöttning av begreppsbildning hos flerspråkiga barn i förskolan
DOI:
https://doi.org/10.61998/forskul.v14i1.48331Nyckelord:
begreppsbildning, flerspråkighet, förskollärares stöttning, lekresponsiv undervisning, narrativ lekAbstract
I den svenska samhällsdebatten finns idag ett stort fokus på barns språkutveckling, redan i förskolan, där det poängteras att alla ska behärska majoritetsspråket. Från främst politiskt håll förespråkas aktiviteter som högläsning och boksamtal för att främja språkutvecklingen. Denna studie undersöker narrativ lek som språkutvecklande praktik. Genom videoobservationer av spontan lek, där förskollärare och flerspråkiga barn deltar, analyseras vilka begrepp på svenska som introduceras av förskolläraren, samt om och i vilken utsträckning barnen använder dem vidare. Resultaten visar hur förskolläraren introducerar en stor mängd begrepp och aktivt främjar och stöttar begreppsbildning genom att delta i leken, ställa frågor, utvidga dialoger och använda kulturella artefakter. Barnen responderar både verbalt och med hjälp av artefakter, och börjar i viss utsträckning även använda begreppen själva. Studien belyser den spontana lekens potential som språkutvecklande praktik, där förskollärare kan få en avgörande roll för möjligheterna till språkutveckling i svenska.
Narrative play as a language development practice: Teachers’ scaffolding of concept formation in multilingual children in preschoolIn contemporary Swedish public discourse, there is a strong emphasis on children's language development, particularly in preschool, where learning the majority language is seen as essential. Activities like read-alouds and book discussions are commonly advocated in political discourse as a means to promote language development. This study explores narrative play as a language development practice. Through video observations of spontaneous play involving a preschool teacher and multilingual children, the study examines which concepts in Swedish the teacher introduces and how children use them. The results show that the preschool teacher introduces a wide range of concepts, supporting language development by engaging in play, asking questions, expanding dialogues, and using cultural artifacts. The children respond verbally and through artifacts, starting to use the concepts independently. This study highlights the potential of spontaneous play for language development, where preschool teachers can play a significant role in creating language learning opportunities in Swedish.
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