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Barns litteracitetsskapande genom populärkulturen
Södertörn University, Teacher Education.
Södertörn University, Teacher Education.
2016 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

I studien har vi undersökt hur pedagogerna arbetar på förskolan med barns litteracitetsskapande. Syftet med studien var att se hur pedagogerna tar tillvara på barns tidigare erfarenheter av populärkultur i arbetet med litteracitetshändelser. Denna kvalitativa studie baseras på intervjuer med 14 pedagoger från olika förskolor. Vi har valt att utgå från pedagogernas synsätt på populärkultur kopplat till lärande. I studien har vi använt sociokulturellt perspektiv och tidigare forskning om populärkultur och litteracitet. Resultatet visar en tydlig skillnad i hur pedagogerna på de olika förskolorna skapar möjligheter för barnens erövrande av litteracitet. Flertalet av pedagogerna tar tillvara på barnens tidigare erfarenheter av populärkultur och skapar litteracitetshändelser utifrån det. Flertalet pedagoger anser att barnens tidigare erfarenheter har stor betydelse för barns olika lärande. Pedagogerna använde också populärkulturen till mer än bara litteracitetsskapande som till exempel naturvetenskap, matematik och värdegrundsarbete. Dessutom visar resultatet olikheter i pedagogernas syn på populärkultur. Vissa pedagoger tyckte inte populärkulturen hörde hemma på förskolan medan andra lät den genomsyra hela verksamheten.

Abstract [en]

In the study we have investigated how the educators at preschool work with children’s ways of creating literacy. The purpose of the study was to see how the educators use the children’s previous experiences of popular culture in their work with literacy events. It is a qualitative study based on interviews with 14 educators at different preschools. We have chosen to work on the assumption based on the educator’s outlook on popular culture in connection with learning. In the study we have used a socio cultural perspective and previous research about popular culture and literacy. The result shows a distinct difference in how the educators at the different preschools create opportunities for the children’s conquering of literacy. Most of the educators use the children’s previous experiences of popular culture and create literacy events based on the children’s experiences. Most educators consider that the children’s previous experiences are of great importance for the children’s different ways of learning. The educators also use popular culture for other things than just creating literacy, for example in science, maths and creating values. The result also shows differences in the educators views of popular culture. Some educators do not believe that popular culture belongs at preschool, whilst others let it permeate all activities.

Place, publisher, year, edition, pages
2016. , 37 p.
Keyword [en]
popular culture, literacy, preschool, teaching
Keyword [sv]
populärkultur, litteracitet, förskola, lärande
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:sh:diva-31855OAI: oai:DiVA.org:sh-31855DiVA: diva2:1068312
Subject / course
Education Studies
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2017-01-25 Created: 2017-01-25Bibliographically approved

Open Access in DiVA

barns litteracitetsskapande genom populärkulturen(836 kB)30 downloads
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf