Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Children's Language Development and Communication: Language as Form, Interactive Resources and Mediating Tools, 12 credits
Barns språkliga utveckling och kommunikation: Språk som form, interaktivt medel och medierande redskap, 12 hp
9U0009
Main field of study
Pedagogical WorkCourse level
First cycleCourse type
Contract courseExaminer
Anna Martín BylundCourse coordinator
Anna Martín BylundDirector of studies or equivalent
Birgitta PlymothECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L1FU1 | Pre-school Teacher Programme - contract education | 3 (Autumn 2019) | 201944-202003 | Swedish | Linköping, Valla | C |
Main field of study
Pedagogical WorkCourse level
First cycleAdvancement level
G1XCourse offered for
- Pre-school Teacher Programme - contract education
Examination
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
If the course is a VfU course, the following applies:
- Examination of applied social and didactic abilities is limited to three (3) occasions.
Grades
Three-grade scale, U, G, VGOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
Department
Institutionen för samhälls- och välfärdsstudier| Code | Name | Scope | Grading scale |
|---|---|---|---|
| SEM1 | Exercises | 1 credits | D |
| STN1 | Exercises | 5 credits | U, G, VG |
| MRE1 | Exercises | 2 credits | U, G |
| SME1 | Exercises | 4 credits | U, G, VG |
Course literature is preliminary.
Björk-Willén, P., Gruber, S. & Puskás, T. (red.) (2013). Nationell förskola med mångkulturellt uppdrag. (1. uppl.) Stockholm: Liber. Kap. 3-5.
Bruce, B., Ivarsson, U., Svensson, A. & Sventelius, E. (2016). Språklig sårbarhet i förskola och skola: barnet, språket och pedagogiken. (Upplaga 1). Lund: Studentlitteratur. Kap. 1-4.
Eidevald, C. (2009). Det finns inga tjejbestämmare: att förstå kön som position i förskolans vardagsrutiner och lek. Diss. Jönköping. Sid. 145-161.
Gjems, L. (2011). Barn samtalar sig till kunskap. (1. uppl.) Lund: Studentlitteratur. Kap. 3.
Gjems, L. (2011). Why explanations matter: a study of co-construction of
explanations between teachers and children in everyday conversations in kindergarten. European Early Childhood Education Research Journal, 19(4), 501-513.
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55-88.
Kultti, A. (2014). Mealtimes in Swedish preschools: pedagogical opportunities for toddlers learning a new language. Early years, 34(1), 18-31.
Riddersporre B. och Bruce B. (red). (2014). Berättande i förskolan. Stockholm: Natur och Kultur. Kap. 1, 2, 3, 6, 7, 8, 9, 12.
Skolverket (2013). Flera språk i förskolan – teori och praktik. Stockholm: Fritzes.
Svensson, A-K. (2009). Barnet, språket och miljön. Lund: Studentlitteratur. Kap. 1-4.
OBS! Utöver den obligatoriska litteratur som anges här tillkommer 1-2 valbara texter i samband med kursens didaktiska moment samt ytterligare 1 skönlitterär titel.
This tab contains public material from the course room in Lisam. The information published here is not legally binding, such material can be found under the other tabs on this page.
There are no files available for this course.