När språket går att ta i : Fysiska material i förskolans språkutvecklande undervisning

This thesis explores the different functions of physical materials in teaching for a developed language in Swedish preschools. Previous research shows that children often use language in relation to other multimodal expressions and in interaction with their physical environment, and that physical materials can serve as an important resource in children's language development. The aim of the study is to provide knowledge of how preschool teachers understand and express their use of physical materials in relation to language-development approaches in preschools. The research questions concern how preschool teachers reason about the use of physical materials as a didactic resource in teaching for language development, which aspects of children's language development preschool teachers perceive that physical materials can contribute to, and the functions of physical materials in preschool teachers’ language-developement approaches. The theoretical framework draws upon social semiotics. The empirical material consists of semi-structured interviews with preschool teachers working in Swedish preschools, with focus on the preschool teachers’ use of physical materials in teaching for a developed language. Thematic analysis was used to analyse different functions of physical materials in relation to language-development approaches. The results show that physical materials fulfill many different functions in teaching. These functions are sometimes directly linked to different aspects of children's language development but also involve motivation and promoting children's social interaction. The functions relating to language development are to concretize words and concepts, to support children's storytelling, to make writing meaningful and to support children in the processing of books that have been read aloud to them by the teachers. The social and motivational functions are to create interaction, to help create a common understanding, to activate children as learning resources for each other, to create a sense of recognition and security, to create interest and a sense of excitement, and to support teaching approaches based on children's perspectives. The study shows that language and physical materials are closely linked in the didactic practice and that this is generally perceived by the preschool teachers as something that benefits children's learning. The functions are further discussed in relation to how multimodal experiences and transmodal processes can contribute to learning, and how physical materials can help provide children with experiences and knowledge that become important factors in their emergent literacy.