Read-aloud and writing practices in Nordic preschools

Preschool teachers’ read-aloud and writing practices were investigated using a questionnaire about how activities planned organized, what their purpose was. The results indicate that early literacy not systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week. A large minority (45.5%) never or seldom activities, rarely in play. main aims to promote learning development, create sense community, regulate group activities. learn letters, understand function print, arouse interest writing. We discuss implications these findings relation need for didactic approach, where play is core practices.