Approaches and educational assessments of children’s speech, language and communication development in Swedish preschools

Abstract

This study aimed to investigate how 33 preschool teachers' and 30 special educational needs teachers in Swedish preschools documented and described children's speech, language and communication development. The views on concepts as 'scientific basis', 'proven experience' and ways to follow language development for children in need of extra-support were examined. A questionnaire, including open and closed questions on teachers' work in the preschool practice, provided quantitative and qualitative data. Thus, a mixed method of triangulation was applied with concurrent data collection and analysis. The following themes emerged through the analysis: 'Reflected', 'Unreflected', 'Trust/rely on employer', 'Uncertain' and 'Conviction'. There were various systematic ways to follow the language development of children in need of extra-support. This indicates challenges for preschool professions, as the understanding of the meaning of important concepts varied which entails difficulties trying to work in the preschool practice based on these concepts. ARTICLE HISTORY

Aspects of teachers’ language and communication support in Swedish preschools after a second phase of implementation

“…The amount and type of language and emergent literacy activities vary considerably in Swedish preschools, leading to various language and communication experiences for children (Swedish School Inspectorate, 2018;Nordberg & Jacobsson, 2019). Using a communication supporting observation tool, as used in this study, effectively provides a forum for discussion about the preschool's language supporting practice -'a means of communicating about communication'.…”

“…Structured language and communication supporting activities varies considerably between preschools in Sweden. This leads to that children in Sweden get very different language and communication experiences at preschool, depending on which preschool they attend (Nordberg & Jacobsson, 2019;Swedish School Inspectorate, 2018). However, unambiguous research shows that that early language support from adults promote a positive reading and writing development later in the children's lives (e.g.…”