Tasting words and letting them hang in the air. About subject-oriented language in kindergarten

• Published in: European early childhood education research journal 2010-03, Vol.18 (1), p.75-91
• Main Authors: Askeland, Norunn, Maagerø, Eva
• Format: Article
• Language: English
• Subjects: Basic Skills; Classroom Communication; dialogue; Early childhood education; Foreign Countries; Interactive learning; Interpersonal Communication; Kindergarten; Kindergarten students; Language; Language Acquisition; language development; Language Enrichment; Language Usage; learning through playing; Metalinguistics; Norway; Norwegian; Story Telling; subject-oriented language; Teaching Methods; Vocabulary Development; Young Children
• ISSN: 1350-293X; 1752-1807
• DOI: 10.1080/13502930903520066

In the first part of this article we will briefly point out the learning areas in the Norwegian Framework plan for contents and tasks in kindergartens from 2006, and argue that the introduction of these areas means a large potential for focusing on different kinds of subject-oriented language in kindergarten. We will present some features of subject-oriented language for young children, which, as we see it, can easily be a part of daily life in kindergarten. In the second part we will discuss the importance of dialogue in a playful context when language is explored. We have in our research project, Language as a Basic Skill: Learning Language and Learning through Language, observed many examples of playful dialogic interaction between teacher/assistant and children where the children have contributed, had a good time and shown enthusiasm and energy, and where subject-oriented language experiences have been an important part of the activities. These examples we want to share with the readers of this article. Much of the work with young children in Norwegian kindergartens is based on a strong belief in learning through playing. We will also show that there is no opposition between subject-oriented language experience and a playful atmosphere where children are active and engaged participants in the exploration of language, both when language supports other activities and when language constitutes the activity. RÉSUMÉ: Dans la première partie de cet article, nous soulignerons brièvement les domaines d'apprentissage du Programme préscolaire norvégien pour les contenus et activités des jardins depuis 2006. Nous avancerons que l'introduction de ces domaines apporte un grand potentiel permettant de se centrer sur différents types de langage centré sur un sujet, au jardin d'enfants. Nous présenterons quelques caractéristiques de ce langage centré sur un sujet, pour les jeunes enfants, qui selon nous peuvent facilement faire partie de la vie quotidienne au jardin d'enfants. Dans la deuxième partie de l'article, nous discuterons de l'importance du dialogue en contexte de jeu lorsque le langage est exploré. Dans notre recherche Le langage comme Compétence de Base: Apprendre à Parler et Apprendre par le Parler, nous avons observé de nombreux exemples d'interactions dialogiques ludiques entre enseignants ou assistants et enfants, où les enfants ont participé avec bonheur, enthousiasme et dynamisme et où des expériences de langage centrés sur un sujet ont joué un rôle i