Children's Books and Literature from the Perspectives of Preschool and Primary Teachers

Authors

  • Vera Lúcia Correia Mota University of The Azores, Portugal
  • Ana Isabel Santos University of The Azores, Faculty of Social Sciences and Humanities, Interdisciplinary Centre for Childhood and Adolescence – NICA – UAc, Portugal
  • Maria Madalena Teixeira da Silva University of The Azores, Faculty of Social Sciences and Humanities, Interdisciplinary Centre for Childhood and Adolescence – NICA – UAc, Portugal

DOI:

https://doi.org/10.36941/jesr-2020-0004

Abstract

This paper seeks to understand how a group of preschool and primary teachers perceive the type of use they carry out of children’s literature. Thus, it analyses the type of books in the classrooms and the underlying criteria for their choice, the frequency of the activities implemented within this scope and the organisation of the educational environment for the promotion of reading skills. In terms of the methodology used, this research is based on the collection of information through a questionnaire survey, completed by 24 preschool teachers and 53 primary teachers of S. Miguel Island, The Azores, Portugal. The data collected were analysed both quantitatively and qualitatively. The data allow concluding that, although all respondents value children’s literature, there are differences between the way preschool and primary teachers use it, alerting to the need for deeper reflection on the pedagogical practices implemented.

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Published

2020-01-10

How to Cite

Mota, V. L. C., Santos, A. I., & da Silva, M. M. T. (2020). Children’s Books and Literature from the Perspectives of Preschool and Primary Teachers. Journal of Educational and Social Research, 10(1), 37. https://doi.org/10.36941/jesr-2020-0004