Using Text in Pre-school: a learning environment

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Abstract:

The purpose of this study is to observe and describe the use of texts in the pre-school, to document the interaction between the child, the teacher and the environment and the emergent literacy in the daily practices. The presentation of the results is a description of two different textual environments: the narrative and the passive.

The frame of reference in this study is the Vygotskij theory (1982) about thought and language in a cultural and historic perspective. The frame of reference is also the phenomenographic research in learning in general and learning the written language in a perspective of meta-cognition (Marton and Booth, 1997; Dahlgren and Olsson, 1985; Pramling, 1983; 1994).

The immediate background to this study is an action research inspired developmental project to implement the curriculum (Ministry of Education, 1998) in the pre-school.

Keywords: Curriculum; Emergent literacy; Kindergarten; Quality; Textual environment

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/03004430215103

Affiliations: Göteborg University, Department of Education, Box 300, S-405 30 Göteborg, Sweden

Publication date: January 1, 2002

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