Support of Language and Communication in Swedish Preschools

Abstract

Children should be given opportunities to develop their language and communication; this is especially important for children in need of special support because of language problems. However, structured language and communication support varies considerably between preschools in Sweden. Thus, the aim of this chapter is to describe how systematic language support from professionals working in Swedish preschools can be designed. The support of the children’s language learning environment were observed for children (1–5 years) in nine Swedish preschool units during two implementation phases. Initial video-taped observations were followed by the staff’s examination of the language practice through collegial discussions. An observation tool was used that included the dimensions of (1) physical language learning environment, (2) language learning opportunities and (3) language learning interactions. After 6 and 8 weeks, respectively, another video-taped observation was made, and the observations were compared. The physical language learning environment dimension scored higher than the language learning interactions did. The potentials for increasing the support of language learning were found, particularly for increasing child–teacher and child–child interactions. Structured observations of the preschool staff’s language support offered flexible measures for the teachers to find target areas for specific actions to improve the children’s language and communication.KeywordsLanguage learningCommunicationSwedenEarly chilhdood