Preschool teachers' perceptions about read-alouds as a means to support children's early literacy and language development

Abstract

This study examined active Swedish preschool teachers’ thoughts and perceptions in terms of read-alouds as a tool to support children's language and literacy development. The research question was ‘How and for what purpose do preschool teachers say that they organize read-alouds in preschool?’ Three focus group interviews were conducted with five preschool teachers from different preschools in each group. The findings reflect traditions that influence preschool education, and the general picture is that teachers’ personal and practical knowledge informs their daily teaching. The informants try to organize read-alouds but do not always succeed as a result of logistical and practical challenges. Teachers describe external factors, such as large groups and the requirement to teach maths and science, as obstacles in the planning and implementing of read-alouds. Teachers that have received in-service training and professional development say that they have daily read-alouds followed by text talk. The need for professional development is discussed.