The Literacy Environment of Preschool Classrooms in Three Nordic Countries: Challenges in a Multilingual and Digital Society

Autor/inn/en	Hofslundsengen, Hilde; Magnusson, Maria; Svensson, Ann-Katrin; Jusslin, Sofia; Mellgren, Elisabeth; Hagtvet, Bente E.; Heilä-Ylikallio, Ria
Titel	The Literacy Environment of Preschool Classrooms in Three Nordic Countries: Challenges in a Multilingual and Digital Society
Quelle	In: Early Child Development and Care, 190 (2020) 3, S.414-427 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hofslundsengen, Hilde) ORCID (Magnusson, Maria) ORCID (Svensson, Ann-Katrin) ORCID (Jusslin, Sofia) ORCID (Mellgren, Elisabeth) ORCID (Heilä-Ylikallio, Ria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1477773
Schlagwörter	Literacy Education; Preschool Education; Technological Literacy; Multilingualism; Native Language; Writing Skills; Social Change; Multiple Literacies; Classroom Observation Techniques; Foreign Countries; Preschool Children; Writing (Composition); Laboratories; Cross Cultural Studies; Childrens Literature; Second Language Learning; Sweden; Norway; Finland + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Technisches Wissen; Mehrsprachigkeit; Multilingualismus; Writing skill; Schreibfertigkeit; Sozialer Wandel; Ausland; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Schreibübung; Laboratory; Laboratorium; Cultural comparison; Kulturvergleich; 'Children''s literature'; Kinderliteratur; Zweitsprachenerwerb; Schweden; Norwegen; Finnland
Abstract	This study investigates the physical literacy environment of preschools in three Nordic countries. The environments were assessed using an observation protocol in a total of 131 classrooms with children aged between one and seven in Sweden, Norway and Finland. The results showed that children's books were common and accessible in all three countries. Half of the preschools had a writing centre, and digital devices were available in less than half of them. Multilingual children were present in 82% of the classrooms, but texts and books in the multilingual children's first languages were rare. Taken together, the results suggest that children's books were the main gateway to literacy in these preschools, while artefacts supporting writing skills and digital literacy were less common. The findings indicate that the physical environment in these preschools did not reflect the ongoing societal changes towards increased multimodal literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01