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dc.contributor.authorMagnusson, Maria
dc.contributor.authorHofslundsengen, Hilde
dc.contributor.authorJusslin, Sofia
dc.contributor.authorMellgren, Elisabeth
dc.contributor.authorSvensson, Ann-Katrin
dc.contributor.authorHeilä-Ylikallio, Ria
dc.contributor.authorHagtvet, Bente Eriksen
dc.identifier.citationMagnusson, M., Hofslundsengen, H., Jusslin, S., Mellgren, E., Svensson, A.-K., Heilä-Ylikallio, R., & Hagtvet, B. E. (2021). Nordic preschool student teachers’ views on early writing in preschool. International Journal of Early Years Education.en_US
dc.description.abstractThis study investigates preschool student teachers’ views on how early writing should be supported in preschool. The sample consists of 66 preschool student teachers from Finland, Norway, and Sweden, who participated in the study by responding to open-ended questions on a written questionnaire. Results show that the respondents’ answers were underpinned by holistic views on children’s learning; they value children’s own initiative as a decisive learning factor. Further, the responses underscore the importance of a writing-inviting environment and the preschool teachers acting as role models. The respondents rarely offered explicit theoretical reasons and arguments for why they would encourage early writing. Based on the findings, it appears critical to discuss within the profession the issue why early writing should be encouraged.en_US
dc.publisherTaylor & Francisen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleNordic preschool student teachers’ views on early writing in preschoolen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.rights.holder© 2021 the Author(s).en_US
dc.source.journalInternational Journal of Early Years Educationen_US

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal