Page 128 - Reading Nest - The Supportive Literacy Environment Handbook

A study on the literacy environment carried out in Estonia showed that all
kindergarten teachers interviewed read a bedtime story before an afternoon nap. In

addition poems or literary texts are included in learning activities 1-3 times a week.
There was one teacher who read a poem or story every day during the morning

gathering and other’s read during the free time at children’s request, they have a

reading nest or a book corner for this activity. A bedtime story is selected according
to children's wishes, teacher’s preferences, books brought by children themselves or

a well-known classical story is chosen. Literary pieces for reading are selected to

match the weekly theme, educational content, or to introduce new children’s
literature or due to richness of vocabulary. After bedtime stories there is no analysis

or long discussion because of the different purpose of this reading. According to all
interviewees reading is otherwise always followed by analysis or conversation.

Questions are often prepared beforehand but sometimes spontaneous discussions
develop. A few teachers mentioned that they never plan a conversation and instead

wait to see where children get to on their own. Two teachers set a task before the

conversation to motivate and engage children better.