Teckenstöd i förskolan : En studie om förskollärares inställning till teckenstöd

Sammanfattning: The purpose of this study is to increase knowledge about how preschool teachers approach the use of signs as a support tool in preschool when it comes to children´s language development. The method used to collect information for this work was the qualitative method, with semi-structured interviews. The interview procedure is divided into five individual interviews with five different preschool teachers whose workplaces are in two different preschools.  The theoretical perspective used was the socio-cultural perspective and the concepts from which the study is based are scaffolding, mediating tools and the proximal development zone.  The results of this survey show that signs as support are used to a very large extent in preschool teaching. The preschool teachers considered that signs as support are an important part of the children´s language development as it increases their opportunities for both participation and equality for all, and that it helps the children to be able to communicate to reinforce what they mean. The conclusion of the study is that signs as support are used to a very large extent in teaching, something that increases the conditions for all children who have not reached their verbal language or for those who come from other countries and have to learn a new language. It creates opportunities for those who have communication difficulties to make themselves understood, which increases participation and community for everyone.