Sammendrag
This study investigates preschool student teachers’ views on how
early writing should be supported in preschool. The sample
consists of 66 preschool student teachers from Finland, Norway,
and Sweden, who participated in the study by responding to
open-ended questions on a written questionnaire. Results show
that the respondents’ answers were underpinned by holistic
views on children’s learning; they value children’s own initiative
as a decisive learning factor. Further, the responses underscore
the importance of a writing-inviting environment and the
preschool teachers acting as role models. The respondents rarely
offered explicit theoretical reasons and arguments for why they
would encourage early writing. Based on the findings, it appears
critical to discuss within the profession the issue why early
writing should be encouraged.
Vis fullstendig beskrivelse