The research question is: Can digitally supported processes of learning (STL+) to read be processes of learning through play?

We explore whether STL+ (a digital program immediately reading the written letters, word and sentences) can support learning through play at the same time as it follows tight frames and regulations for feed back.

The informants describe the classroom situation, does this description cover the pupils`

              -experience of meaning and engagement

              -use of fantasy, creativity and narrative skills

             -active participation in learning processes, social relation and communication

              -expressions of joy

The overall theoretical foundation is sociocultural (Engeström 1987). The pupils are parts of an interaction system and should develop as engaged, knowledgeable participants in the society/the activity systems. The theoretical framework is two-dimensional. The one dimension is theory about learning to read by STL+. STL+ means to write to be a reader with the support of sounds (å skrive seg til lesing med lydstøtte).  Learning to read by STL+ is not only to write text, but is about writing, reading, talking, listening, all skills used in communication between the peer pupils. The pupils have to participate in learning processes developing oral and written language (Wiklander & Sjødin, 2015).

The other theoretical dimension is related to learning through play. According to Vygotsky (2004) play is important in developing the children’s intellect. When learning and teaching writing and reading through play, the learning processes can be related to the ZPD of the learners in creative processes. In these processes as in other processes of development. Vygotsky emphasizes language as the most important tool.

To explore the research question seven teachers were chosen. All of them are experienced teachers in class one. All are educated to used STL+ and all actually do use the method. The teachers collaborated in groups of two and were interviewed about their experiences together with their collaborator. The interviews were semi-structured and the aim was to catch the teachers` experiences of STL+ and analyze this in the perspective of learning through play. The interviews were transcribed. Then the data was reduced through a concepts oriented process of coding and categorising (Kvale og Brinkmann, 2009). Lillejord, Børte and Nesje (2018) did a review within the theme learning through play (lekbasert læring) and found five relevant categories: Fantasy, creativity, narrative skills, social relations and communication. These we used as theoretical driven categories. In addition, the interviewed teachers were concerned about the pupils` showing joy. This we added as an empirical driven category. The categories were interpreted in the perspective of the research question, the theory and the content of the interviews.

The preliminary findings show that 1) These teachers did not use the word “to play”, but did use many concepts related to playing. They would not say that the children are playing, but they are concerned about reading and writing meaningful texts, collaboration, communication and engagement. All concepts we discuss in relation to learning through play. 2) Play is in the literature describe within a dichotomy. On the one side, we find an understanding for play that describes free play with no interaction and involvement. The children play on their own premises. On the other side, some researchers conclude that adults has to engage if the play should result in learning and developing processes. To be able to operationalize learning through play we need some more concise concepts. Our preliminary findings show that narrative skills, social relations and communication are important in the use of STL+ and creativity maybe can be seen in relation to this. In this way we have taken some steps towards defining play as a didactical concept and R&D work will bring us even further in regulating teaching in the change-over to school. Intended mentoring of learning through play, seems to be a step towards understanding how play can be understood in the school.

Finne, T., Roås, S.E. & Kjølholdt, A-K. (2014). Den første skrive- og leselæringen. Bruk av PC med lydstøtte. Bedre skole. Kvale, S. & Brinkmann, S. (2009). Det kvalitative forskningsintervju. Gyldendal akademisk Lillejord, S., Børte, K., & Nesje, K., (2018). De yngste barna i skolen: Lek og læring, arbeidsmåter og læringsmiljø – En forskningskartlegging. Oslo: Kunnskapssenter for utdanning, www.kunnskapssenter.no. https://www.researchgate.net/profile/Solvi_Lilllejord/publication/329758838_De_yngste_barna_i_skolen_Lek_og_laering_arbeidsmater_og_laeringsmiljo_-_En_forskningskartlegging/links/5c193efa92851c22a3349236/De-yngste-barna-i-skolen-Lek-og-laering-arbeidsmater-og-laeringsmiljo-En-forskningskartlegging.pdf VYGOTSKY. L:S. (2004) Imagination and Creativity in Childhood, Journal of Russian & East European Psychology, 42:1, 7-97, DOI: 10.1080/10610405.2004.11059210 Wiklander, M., & Sjødin, L. (2015b): STL+ Håndbok Å skrive seg til lesing med lydstøtte- Sandvikenmodellen. InfoVest Forlag AS. https://utdanningsforskning.no/artikler/den-forste-skrive--og-leselaringen-bruk-av-pc-med-lydstotte/