HOW TO SELECT BOOKS FOR EARLY READERS (0-3 YEARS) FROM TEACHERS’ PERSPECTIVES

Abstract

This work explores and describes criteria for selecting books for a literary education in Early Childhood education (0-3 cycle). Statements of four female teachers who have being working for more than 10 years in Early Childhood schools (0-3) have been analysed. In their view, mediation in early literary education is central. Data have been collected through semi-structured interviews and analyzed with the QDAMiner software. Analysis was oriented towards meaning, thus seven subcategories on how to select works for early literary education have arisen. Results indicate that teachers’ selection criteria highlight the physical and visual properties of children’s books, the qualities of the text, children’s topics and interests, teaching experience, and classroom practice. These findings can help to arrange useful selection criteria for mediators, and also to strength Early Childhood Education teachers’ training accounting experienced teachers’ knowledge on books for these ages.