Educational language practices described by preschool teachers in Norwegian kindergartens

Abstract

ABSTRACTThis article focuses on educational language practices as described by preschool teachers in Norwegian kindergartens in groups consisting of one- to three-year-old children. Research indicates a relationship between high-quality childcare and language development, yet there is a need for more research on educational practices in high-quality settings. The kindergartens in this study have a high score (5–7/good to excellent) on the subscale ‘Listening and Talking’ on the Infant/Toddler Environment Rating Scale-Revised. The study is based on qualitative analysis of semi-structured interviews with six preschool teachers in four kindergartens. The findings indicate a holistic dialogical approach to educational language practices. Varied social settings and strategies are used for language learning and aspects of planning and assessment are seen as important in these kindergartens. The preschool teachers highlight the importance of children’s language learning during day-to-day activities in kindergarten.