Tidiga insatser för barns språkutveckling : Pedagogers erfarenheter av specialpedagogiska verktyg i förskolan

Sammanfattning

The purpose of the study is to shed light on educators’ work with early interventions on special education tools to promote children's language development in preschool. The study has a qualitative approach with quantitative elements, based on a questionnaire with both open and closed questions. The analysis is based on sociocultural perspective and has been conducted using content analysis and univariate analysis. The results show that early interventions benefit children's language development and can help children develop language earlier. Special educational tools such as AAC (augmentative and alternative communication), TAKK (signs as support), visual support and structured pedagogy are used for all children but also for those who need more support. Educators perceive that these tools contribute, strengthen and clarify by being used together with the entire group of children. They also experienced obstacles; these organizational obstacles were lack of time, staff competence, and too large groups of children. Educators perceive that this is a contributing factor to their inability to meet children's needs or individualization so that their language development can be promoted. The study's conclusion shows the importance of every child having an opportunity to communicate and that educators have an important role in the work with children's language development. By being active, present and adapting to the group of children and the individual child, language can be promoted among children, including those who have not yet developed a language. At the same time, there is a need for more professional development and organizational conditions to enable this work.