In my thesis, I analysed the importance of reading in the family for the development of reading and writing skills. In the theoretical part, I first described the speech and language development of a preschool child and then explained the concept of emerging literacy in more detail. I paid particular attention to the question of why reading in the family is so important for a child's language development and what role the parents play as the first and most important reading role models for the child.
The empirical part is divided into two sections. The first focuses on exploring parents’ reading habits, while the second deals with reading with the child — how much time they spend reading together, how they select literature for the child, whether they involve the child in the selection process, whether they visit the library together and how often, whether they read daily, and how reading takes place in the family home. I was also interested in whether parents talk to their children about what they read and in what way.
To collect data, I used an anonymous questionnaire that contained several open questions and statements rated on a Likert scale. With the help of two colleagues, I distributed the questionnaire to parents of children aged five to six during a parents' evening in the kindergarten in spring. A total of 47 parents completed the questionnaire.
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