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dc.contributor.authorUlvelid, Karin
dc.date.accessioned2024-05-17T09:30:18Z
dc.date.available2024-05-17T09:30:18Z
dc.date.issued2024-05-17
dc.identifier.urihttps://hdl.handle.net/2077/81265
dc.description.abstractIn autumn of 2021, the anthology A Bridge of Poetry was given to all six-year-olds in Sweden. The anthology contains both older and contemporary poetry, as well as both children´s poetry and poetry written for experienced readers. The idea is that, with the help of an adult, texts and images, and in some cases short movies, will together stimulate children’s thoughts and initiate conversations, as well as arousing children’s curiosity about poetry. The aim of the study is to highlight how teachers can teach and work with poetry with pupils in preschool class. Through teachers’ narration and descriptions the study examines what kind of learning is made possible through working with the anthology and what opportunities and challenges the teachers face in their work with A Bridge of Poetry. The study builds on, the social and linguistic environment of the preschool classroom, which plays an important role in the work with A Bridge of Poetry. The study therefore derives its theoretical framework from a socio-cultural perspective on learning (Vygotsky, 1978/2001; Säljö, 2014, 2015), which advocates that we learn in interaction with others in different contexts. In this study, which aims to understand children’s paths into written language, learning writing and reading is seen as a social activity, which is also consistent with the approach within the literacy theory formation (Liberg; 1999; Fast, 2007; Schmidt; 2013). Furthermore, Langer's literature didactic theory, envisionment-building framework, is used. This theory focuses on higher-level understanding and the building of new concepts in order to explain what opportunities the pupils are given to form an understanding of texts they encounter (2017). The empirical material derives from eleven interviews with teachers in preschool class. A semi-structured interview has been used to give the teachers an opportunity to describe completed teaching based on A Bridge of Poetry and poems in the anthology during the school year 2021-2022. Initially, a thematic content analysis was used and subsequently, a modified version of Lindström’s model of aesthetic learning (2012) was used to understand what kind of learning is made possible. Using poetry to think, experience and learn was new to the teachers in the study and although they did not see themselves as poetry readers, they saw mostly opportunities when working with poetry with six-year-olds. The fact that the teaching was successful suggests that they are skilled, listening, exploratory conversation leaders and teachers rather than skilled poetry readers. The results of the study show that working with A Bridge of Poetry offers pupils in preschool class a diversity of learning and an opportunity to participate in a meaning-making social context, where pupils and teachers can interpret and marvel at poetry in dialogue, reading, writing and expression. At the same time, the pupils are enabled to explore the written language and to explore themselves as readers and writers, but also as readers and writers of poetry. The study indicates that the ability of pupils and teachers to engage with these texts should not be underestimated, even if the language and content are not always written with children as the intended target group. The results of the study highlights how poetry can be the very tool that, in the preschool class, turns pupils into readers and writers.sv
dc.language.isoswesv
dc.subjectPoetrysv
dc.subjectearly literacy instructionsv
dc.subjectmeaning makingsv
dc.subjectpreschool classsv
dc.subjectemergent literacysv
dc.subjectearly reading and writing instructionsv
dc.titleVART LEDER EN BRO AV POESI? ”Jo, jag går i förskoleklass och jag kan skriva dikter.”sv
dc.typeTexteng
dc.setspec.uppsokSocialBehaviourLaw
dc.type.uppsokH2
dc.contributor.departmentUniversity of Gothenburg/Department of pedagogical, curricular and professional studieseng
dc.contributor.departmentGöteborgs universitet/Institutionen för didaktik och pedagogisk professionswe
dc.type.degreeStudent essayeng


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