Preschool class – a possible arena for literacy instruction in various subject areas

The overall purpose of the project is to identify instruction that promotes early literacy development within five subject areas in the preschool class: language and communication, mathematics, nature, technology and society, and play.

The purpose is twofold: the project intends to contribute with knowledge of how early literacy instruction is framed in the didactic activities in preschool class, but also to identify potential for developing the literacy education.

Four researchers will video-observe teaching in the current subject areas for two days each in six different preschool classes in the fall term and in six in the spring term, a total of 96 days of observation in 48 different preschool classes (an estimated at least 200 lessons). We will also interview the teacher in each preschool class about planning and implementing the instruction.

The material will be analyzed by cognitively directed and socially constructed knowledge on early literacy by using a theoretical model on literacy development combined with a theoretical model on literacy instruction.

First, we create a structured analysis tool to the qualitative analyses, and then categorize and code data for statistical analyses.

The project will contribute to the research field through its integration of different theoretical perspectives into literacy education, an integration that researchers claim is necessary. In addition, we will contribute to the field of knowledge on how to enhance early literacy education.