Ansattes bidrag til femåringers språklæring i barnehagen

Abstract

Note: This article was published in the journal FOU i praksis. The journal changed its name to Nordisk tidsskrift for utdanning og praksis in September 2019.

English title: Employee contribution to five-year language teaching in kindergarten

Today, children’s language learning is a central topic in the Norwegian ECEC institutions. In this hermeneutic study I focus on four employees’ understanding of their own contributions to the five-year-olds’ language learning. Based on four qualitative interviews, I have created narratives about how the staff seem to facilitate five-year-olds’ language learning. The narratives are analyzed thematically with the following findings: The staff contribute to the five-year-olds’ language learning in kindergarten when they engage in dialogue and interaction with them, and when they work with language in formal and/or informal situations. According to this, I discuss the staff’s challenges according to strengthen the language of all children in kindergarten. I also ask on whose terms it will be when it comes to the professional didactic nature of work with five-year-olds’ language learning in kindergarten.

Citation: Semundseth, M. (2017). Ansattes bidrag til femåringers språklæring i barnehagen. Tidsskriftet FoU i Praksis, 11(2), 7–24.