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Investigating the role of reading in the preschool context is important. From a socio-cultural perspective, preschools are essential for exposing children to – and building life-long relationships with – literature and reading. This study examines the guidelines concerning children’s literature and reading in the preschool policy documents applied by Denmark, Finland, Norway, and Sweden, and, to a limited extent, the national guidelines for preschool teacher education. Using document analysis, we examine the similarities and differences between the policy documents of these four countries, and discuss the results in the light of the Nordic preschool tradition charac10.5324/barn.v38i4.3992

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Litteraturens og høytlesingens plass og hensikt i nasjonale policydokumenter for barnehagen og barnehagelærerutdanningen i Danmark, Finland, Norge og Sverige