Högläsning som språkutvecklande verktyg : en kvalitativ studie av förskollärares medvetenhet

Sammanfattning

Reading aloud has long played a central role in research on children's language development. The revision of the curriculum (Lpfö 18, 2025) is felt to have strengthened the position of reading aloud in preschool, through clearer goals with a focus on language and literature. Against this background, there is a need to shed light on preschool teachers' awareness of the importance of reading aloud and its use in practice. The purpose of this study is to investigate preschool teachers' awareness of the importance of reading aloud for children's language development. The study has a qualitative approach. Data collection was carried out through semi-structured interviews with twelve preschool teachers, working in two municipalities in northern Dalarna. The study's empirical material has been analyzed through qualitative content analysis. The results show that preschool teachers see reading aloud as an important part of the pedagogical mission and as a central tool for children's vocabulary, language and literacy development. The active role of the preschool teacher is clearly evident through methods such as conversation, questions, pauses, reframing and dramatization. The children's participation is a central role in how reading aloud functions as a language development tool. At the same time, organizational challenges such as lack of time, large groups of children and lack of staff are highlighted, which affect the implementation of reading aloud and its quality. The study shows that reading aloud is an important tool for language development, however, the quality depends on the preschool teacher's didactic awareness and the pedagogical structural conditions of the activity.