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Environments for Imitation: Second-Language Use and Development through Embodied Participation in Preschool Routine Activities
Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.ORCID iD: 0000-0002-8110-6506
(English)Manuscript (preprint) (Other academic)
National Category
Didactics Applied Psychology Learning
Identifiers
URN: urn:nbn:se:sh:diva-38082OAI: oai:DiVA.org:sh-38082DiVA, id: diva2:1307774
Note

Som manuskript i avhandling. As manuscript in dissertation.

Available from: 2019-04-29 Created: 2019-04-29 Last updated: 2019-05-07Bibliographically approved
In thesis
1. Play, Culture and Learning: Studies of Second-Language and Conceptual Development in Swedish Preschools
Open this publication in new window or tab >>Play, Culture and Learning: Studies of Second-Language and Conceptual Development in Swedish Preschools
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This dissertation studies how second-language and conceptual development emerge through interactions in Swedish preschool environments. It studies how types of interaction, such as play, can scaffold children toward such developments.

The studies view interaction as multimodal and embodied and it is examined how children come to use and develop their second language or understanding of abstract concepts, through a range of communicative means other than language.

The data collection has been carried out in two separate periods. The first field-work followed two newcomer children developing a second language and the second field-work was conducted with a group of children during a project about spinning.

The results concerning second-language development show how children can engage in play activity even before they share a common language, and that this can be afforded by the character of play activity as based on rules and tacit understanding of relevant cultural patterns. Teachers also engage in so called guided play, that affords scaffolding for children. Play activities in the preschool function as an arena for children to interact, imitate the cultural rules and patterns around them and emergingly use their second language. Moreover, the preschools are structured for children’s participation through their cultural pattern and imitable structures, and that these affordances can be used by children in their play.

The results concerning conceptual development builds on the notion that children develop in relation with cultural tools and artefacts and that this is a highly perceptual and embodied process. It is exemplified how preschool’s provide environment and activities that can afford conceptual development, not least through use of digital tools, which also allows teachers to appropriate children’s play worlds to a pedagogical project. The teacher’s scaffolding interactions and use of the affordances of tools and the environment enable children to reason about the concepts in more conceptually conscious ways.

The overall conclusions of the thesis point to the importance of non-verbal and environmental resources in children’s development of a second language and abstract concepts. On these grounds, the thesis suggests a novel way to view scaffolding, by including the environmental affordances to this otherwise social process.

Abstract [sv]

Den här avhandlingen undersöker hur andraspråks- och begreppsutveckling kan uppstå genom interaktion i förskolans miljöer, specifikt studerar avhandlingen hur olika typer av interaktion, som leken, kan stötta barn.

Studierna bygger på en syn där interaktion ses som multimodal och kroppsligt förankrad och ett analytiskt fokus riktas mot hur andraspråks- och begreppsutveckling kan ske med hjälp av andra kommunikativa resurser än talspråket.

Datainsamlingen har skett under två separata perioder. Det första fältarbetet följde två nyanlända barn som börjat utveckla andraspråket svenska och under den andra perioden följdes en förskolegrupp under ett naturprojekt om snurrande.

Resultaten rörande andraspråksutveckling visar hur barn kan delta i lek redan innan de delar ett gemensamt språk. Detta möjliggörs genom lekens regelbundna karaktär och att barn taktilt kan förstå kulturella regler genom interaktion. Lärarna deltar även i så kallad guidad lek, som möjliggör stöttning av barnen. Lekaktiviteterna fungerar som en mötesplats där barn kan interagera, imitera kulturella regler och mönster, något som understödjer ett framväxande användande av andraspråket. Förskolans stukturerade dagar och mijöer visar sig vara möjliggörande för barns deltagande. Dessutom återanvänds dessa kulturella strukturer av barnen i lek.

Resultaten rörande begreppsutveckling bygger på att barn kan utvecklas i relation till andra, men även kulturella redskap och artefakter och det visas att detta sker på kroppsliga sätt. Förskolans miljöer erbjuder upplevelser av begreppen för barnen, genom att fysiska och digitala artefakter. När lärare använder dessa redskap i aktiviteter kan även barnen stöttas mot att förstå sina upplevelser på ett mer begreppsbaserat sätt.

Avhandlingens slutsatser pekar mot betydelsen av icke-verbala resurser då barn lär sig andraspråk och om abstrakta begrepp. Ur detta läggs ett nytt sätt att se på stöttning fram, som inkluderar miljön och kroppsliga resursers betydelse för denna sociala process.

Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2019. p. 198
Series
Södertörn Doctoral Dissertations, ISSN 1652-7399 ; 163
Keywords
early childhood education, ECEC, preschool, play, affordances, embodiment, multimodal, interaction, second-language development, conceptual development, culture, cultural affordances, digital tools, artefacts, perception, förskola, förskolepedagogik, didaktik, förskola, lek, affordanser, kroppslighet, multimodalitet, interaktion, andraspråksutveckling, begreppsutveckling, kultur, kulturella affordanser, digitala redskap, artefakter, perception
National Category
Didactics Learning Applied Psychology Communication Studies Human Aspects of ICT
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-38083 (URN)978-91-88663-65-8 (ISBN)978-91-88663-66-5 (ISBN)
Public defence
2019-06-05, MB503, Alfred Nobels Allé 7, Huddinge, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2019-05-14 Created: 2019-04-29 Last updated: 2019-05-22Bibliographically approved

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