Browsing by Author "Rönn, Marleena Josefiina"

This bachelor's treatise deals with the development and supporting of the under school-age children's linguistic consciousness. The objective is to clarify how the kindergarten teacher supports the development of the child's linguistic consciousness with his own know-how and estimates and follows it. The objective is to get information about how the supporting of the linguistic consciousness takes place and is seen in practice during the everyday life in the kindergarten. This treatise was carried out with qualitative methods. The material was collected with theme interviews during the spring 2016. The themes were the supporting of linguistic consciousness and the physical environment of kindergarten. The interviews were carried out during the same day, in the same physical settings. The interviews were transcribed and were analyzed adapting an inductive content analysis. There were altogether three kindergarten teachers to be interviewed in this study. All kindergarten teachers worked in the same kindergarten. The ages of the children of groups varied between 1–7 years. The results showed that kindergarten teachers experienced the supporting of the linguistic consciousness to be included to everyday routines. Separate whiles or plans had not been drawn up to this. The kindergarten teachers saw the dimension of the linguistic consciousness to be included to all activities because language was so strongly present in the whole day. Linguistic consciousness was as well partly seen to be included under the development of the language. Based on these received research results, a further study could be, for example, to study how the kindergarten teachers experience that the linguistic consciousness differs from the development of the language.