1. Communication support in preschool by reading aloud Jane Brodin and Karin Renblad School of Education and Communication (HLK), Preschool Research, Jönköping University, Sweden
Paper presented at the 12th International Conference on Educational Assessment (CEA), May 1-3, 2014, in Szeged, Hungary

2. Swedish preschool and language development
The mission of the Swedish preschool is to stimulate children's learning and development in a holistic way (Lpfö98/10) and preschool forms the basis of lifelong learning
The goal areas in preschool are language and communication, mathematics, nature science and technology

3. There is no other period in child development that contains that much
Cont preschool
There is no other period in child
development that contains that much
learning as the first five years in life
BUT
children need support to develop their communication, identity and creativity

4. What are the goals for language learning and development based on the curriculum (Lpfö 2010)
The goals are to:
acquire and be able to differentiate shades of meaning in concepts, see interconnections and discover new ways of understanding the surrounding world
develop their ability to listen, reflect and express their own views and try to understand the perspectives of others (p 10)

5. Cont. Goals
develop their use of spoken language, vocabulary and concepts as well as the ability to play with words, relate something, express their thoughts, put questions, and put forward their arguments and communicate with others
develop an interest in the written language and an understanding of symbols, and their communicative functions (p 10)

6. Cont. goals
develop an interest in pictures, texts and different media, as well as the ability to make use of, interpret and talk about them
develop their abilities to convey impressions, thoughts and experiences in different ways of expression, such as play, pictures, song and music, dance and drama (p 10)

7. Background to the reading aloud project
Reoccuring reports from preschool staff and special pedagogues who experienced that a huge number of preschool children had a poorer language development than earlier age groups
Their demands for improvements was obvious.

8. Purpose of the project
The overall purpose was to raise awareness of the importance of communication and language development both among parents and staff
The purpose was also to improve the physical environment in preschool

9. Preparation before project start
Staff education with focus on reading aloud, storytelling and factors stimulating language development
Lectures on reading aloud, storytelling and the importance of the physical environment
Lectures on reading aloud and storytelling were also carried out for the parents

10. Reading aloud and storytelling – a way to support communication?
The aim was to exert if and how the childrens’ language development was influenced by reading aloud, storytelling and the physical environment Can this approach be seen as a method to promote communication?

11. Method
The data collection consisted of a websurvey covering background information,15 questions with sub-items and space for comments
The survey was distributed before the project started and followed up when the project was finished (six months later). The same questions were asked at both occasions
The survey was answered on team-level

12. Results - Reading aloud and storytelling
The eleven preschools reported that they read aloud daily and a majority (21 units) read several times a day, which is an increase
Both reading aloud in large groups and individually have increased during the project and takes place spontaneously

13. When does reading aloud and story telling takes place?
During morning assembly
During play - both free play and organized play (when a child turns up with a book they are in principle always recognized)
In the afternoon when the children are resting

14. What kind of books do they read?
Story books
Rhymes and jingles
Factual study books
Song books
Stories based on reality
Picture books (for the youngest)
The interests of the children influence what books are read but the staff try to vary the selection of books

15. How do the children process the content of the books?
Primarily in play
Forms for processing their impressions:
- drama play
- puppet theatre
- music
- drawing pictures
- theme deepening work
- reading and writing

16. Storytelling The staff use flannelboards (19/20)
The children use flannelboards (6/8)
The staff make up stories and tell the children (8/19)
The children make up stories and tell each other (6/17)

17. Children’s influence on the choice of books
The children’s interests are analyzed before purchase or library loan (20/23)
The pedagogues select the books (22/22)
The children select the books (19/18)
All preschool units (23) today discuss the books after reading, they talk about the pictures and reflect about what they have read or been told

18. Accessibility of books
Some books belong to the child group and are always available (19/23)
Books are available on the mother language of each child (15/18)
Books representative for different ethnical origin are available (5/12)
The staff introduce new books for the children (15/20)

19. Cooperation – parents -preschool
The preschool cooperates with the parents
about reading aloud and storytelling (8/18)

20. Conclusion - The staff’s experiences
All children appreciate reading aloud and storytelling
Their interest in signs, symbols, pictures and letters have increased
The children have improved their vocabulary, their understanding of language, and their fonological consciousness.

21. Concl.
From the comments of the staff appear that the children are today better prepared for reading and writing
A majority of the preschool units have now implemented routines for reading aloud and storytelling
Only a minority of the staff still talks about training of the children’s concentration ability

22. Physical environment – facilitators
A cosy book corner
Easy accessibility to the books
A large number of books
The textual environment (marking up)
Accessibility of computers and other media

23. Reading aloud as communication support
Many preschools are working with reading and storytelling to support communication
BUT
they don’t follow up, reflect and discuss the most important – the content

24. The awareness of the fact that storytelling and reading aloud is not just for fun or relax but for learning has increased
Our study has shown that reading aloud and storytelling is one way to support communication and language development in preschool

25. Back to our question
Can reading aloud and story telling support communication?
The answer is yes and it can be used as a method to promote and improve communication
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