Språkstimulering i förskolan

Detta är en Uppsats för yrkesexamina på grundnivå från Karlstads universitet/Estetisk-filosofiska fakulteten


The purpose of the paper is to examine how teachers in preschool is working with language stimulation for the prevention of difficulties in reading and writing before school starts. The method that was used to illuminate the problem is a qualitative interview. A specialpedagog and six preschool teacher, which is specifically focused on language stimulation in the work with children, have been included in the study. The results indicated that preschool teacher are working a lot with language stimulation. They work mostly with children throughout the group, to encourage and provide children with the tools to be able to communicate with each other and staff. Decks language are used in daily activities. The form of language stimulation creates the conditions for participation and activity, where children are stimulated by each other. Student teachers stressed that signs as a support is something good to work with at nursery, because it gives all the children a chance to communicate. It appears that preschool teatcher want to work more consciously with language stimulation for the prevention of reading and writingproblems and thereby affect the whole child's development positively. In my literature review it is shown that previous researches have reached similar results. Something that is highlighted in the literature are that signs as a support increased opportunities for communication. It could involve children, who, for various reasons do not have access to the Swedish language, such as small children who have not yet developed the language, children with bad hearing or immigrant children.

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