Browsing by Author "Saarinen, Anne"

Objectives. The aim of this research was to find out how teachers can support children's linguistic awareness during the pre-school year. This research orientates to contents of instruction and teaching methods related to linguistic awareness. The research also partly handles differentiation of linguistic awareness in preschool education. In addition, this research aims to find an answer to the question how the learning environment can help the development of linguistic awareness. The learning environment of preschool education stands in this research for pedagogical practices related to instruction as well as environments, learning tools and materials used in instruction. Methods. The research is qualitative and it is based on my own bachelor's thesis (Saarinen. 2015). The research data consisted of interviews of teachers responsible for preschool education as well as their answers on structured questionnaires. The results of the research were analysed by categorisation of the matters found in the research data related to supporting linguistic awareness. The frame analysis of linguistic awareness consisted of phonological, morphological, syntactic and pragmatic awareness. In addition, the data related to learning environment has been analysed as a separate topic. Results and conclusions. The results of this research showed that linguistic awareness can be supported in different ways. On the other hand, the teachers implemented many in beforehand considered exercises of linguistic awareness but everyday situations also brought good development possibilities for linguistic awareness. The teachers payed attention to the pupil's experiment world and the instruction was partly based on pupils' experiences. The teachers preferred functional and playful learning methods. All areas of linguistic awareness were considered almost daily. The teaching of phonological awareness was emphasized in instruction in some degree. Many learning environments of which own classroom was the preferred teaching place, were used in preschool education. In addition, the learning environment was expanded to interiors of the school or kindergarten. The vicinity was also experienced as an essential environment supporting learning.