Från vila till undervisning: Förskollärares perspektiv på högläsning i förskolan : En kvalitativ studie av förskollärares beskrivningar av högläsningens roll i förskolan

This study aims to explore how preschool teachers describe their didactic choices in conducting read-aloud sessions, and how these choices relate to children’s language development and the organizational conditions of the preschool setting. The study is grounded in Jerome Bruner’s social-constructivist perspective, which views learning as a cultural and dialogic process. To address the research aim, qualitative semi-structured interviews were conducted with eight practicing preschool teachers. The collected data were analyzed using thematic analysis. The results indicate that read-aloud sessions are not perceived as a routine or quiet moment, but as a deliberate instructional activity with a clear language development purpose. Teachers described planning the sessions in advance, often conducting them in small groups, followed by discussions, questions, and reflections. Their didactic choices include selecting appropriate books, activating prior knowledge, incorporating cultural tools and multiple forms of expression, and maintaining an active dialogic approach to strengthen children’s engagement and meaning-making. Despite organizational challenges such as time constraints and large group sizes, teachers employ various strategies to organize read-aloud sessions, including collegial planning and established routines. The results of the study indicate that preschool teachers describe a professional approach as a factor associated with the implementation of shared reading. The study also highlights the connections between teachers’ approaches, didactic choices, and planning. Didactic implications and suggestions for further research are presented.