The purpose of my study is to investigate teacher’s perceptions of their mission in the preschool class, and how they work to promote children’s written language development. What methods and working methods they use to awaken curiosity and motivate children to read and write. I am using the qualitative research method to get answers to my questions. I have made four qualitative interviews with four teachers in preschool classes from different schools.

My questions are:

• What conceptions does teachers have about their mission in a preschool class?
• What different methods and approaches does teachers use to stimulate and wake children’s curiosity for reading and writing development?

The theoretical basis for my study is the socio-cultural perspective, where learning occurs in interaction. Reading and writing arises from a social-cultural perspective in which social relationships with adults and other children affect the children’s reading and writing.

The results of the interviews showed that teachers use different methods to promote children’s literacy development. Teachers whom I have interviewed agree that the social interaction, play and reading aloud are important elements in children's learning and development. Teachers’ perceptions were different on how much to work with development. The reason may be is that the preschool did not have clear objectives for the teachers to work after.