Högläsning i förskolan : En kvalitativ studie om förskollärarens resonemang kring högläsning och dess funktion

Sammanfattning

This study examines read-aloud practices in preschools, focusing on teachers’ reasoning, attitudes, and strategies in implementing and facilitating reading sessions. The aim is to understand how read-aloud activities are used as a pedagogical tool to promote children’s language development, literacy skills, and creative thinking, as well as which factors influence the planning and execution of these sessions in practice. Data were collected through qualitative semi-structured interviews with 12 preschool teachers and analyzed using thematic content analysis, supported by a sociocultural perspective to explore how learning and social interaction shape the pedagogical and language-developing potential of read-aloud sessions. Results indicate that teachers’ deliberate and dialogic approaches are crucial for fostering children’s linguistic and cognitive engagement. The learning environment, availability of books, and diversity of literature impact children’s participation, while inclusive and varied texts support identity formation, social understanding, and norm-critical awareness. Read-aloud as structured teaching, rather than more quiet reading time, strengthens vocabulary, imagination, and reflective skills. Teachers’ professional choices, group size, and organizational conditions were found to have greater influence on the quality of read-aloud sessions than general curriculum guidelines. The study concludes that teachers’ pedagogical decisions, the learning environment, and access to literature are central to maximizing the educational and language-developing value of read-aloud practices.