Information Sharing on Children's Literacy Learning in the Transition from Swedish Preschool to School

Autor/inn/en	Alatalo, Tarja; Meier, Joanna; Frank, Elisabeth
Titel	Information Sharing on Children's Literacy Learning in the Transition from Swedish Preschool to School
Quelle	In: Journal of Research in Childhood Education, 31 (2017) 2, S.240-254 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1274926
Schlagwörter	Literacy; Preschool Children; Child Care; Preschool Education; Developmental Stages; Child Development; Foreign Countries; Teacher Attitudes; Preschool Teachers; Learning Activities; Literacy Education; Communities of Practice; Sweden + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kinderfürsorge; Kinderbetreuung; Kindesentwicklung; Ausland; Lehrerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Lernaktivität; Community; Schweden
Abstract	Collaboration and continuity between school types are important factors that favor long-term learning and that need to be given attention in the transition between early childhood school institutions. This study highlights teachers' experiences of information sharing during the transition from Swedish preschool to preschool class (i.e., from the child care to school) with regard to children's literacy learning. To find out and evaluate the individual child's development, the child's actual and proximal development zones needs to be taken into account in the transition. It appears that some preschool teachers wish to share information on children's literacy learning, but it is mainly about the children's interest in literacy activities. Also the preschool class teachers' wishes to know more about the children's literacy learning are too much on a general level to be able to provide a good enough basis for planning literacy activities that fit every individual child. A large part of the outcomes derives from the preschool tradition that has viewed care as being core to its work and considered learning and achievement as domains associated with compulsory school. This article discusses whether the training of teachers in early childhood education needs a stronger focus on literacy learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01