The thesis Preschool Teachers’ Perspectives on Dialogic Reading consists of both a theoretical and an empirical section.
The thesis Preschool Teachers’ Perspectives on Dialogic Reading consists of both theoretical and empirical sections. In the theoretical section, I first briefly present the development and characteristics of preschool children’s speech and define communicative competence and ways to foster it in preschool. I then explain the concept of literacy and discuss in greater detail the concepts of emergent literacy and family literacy. Next, I focus on reading during the preschool years and its impact on a child’s development. I also explain shared reading and its characteristics. Finally, I define dialogic reading and discuss its implementation in more detail.
The purpose of the empirical part of this thesis was to investigate preschool teachers’ attitudes towards the use of dialogic reading in preschool. The study included teachers from selected preschools, and data were collected using an online questionnaire that addressed knowledge of dialogic reading, the frequency of using elements of dialogic reading in practice, and preschool teachers’ attitudes towards dialogic reading. I also identified perceived barriers to implementation and the need for additional training.
The results of the study showed that the majority of the surveyed teachers are familiar with the concept of dialogic reading and frequently use individual elements of this approach in their work. The frequency of use varied depending on the children’s age group, with the highest frequency observed in the first age group, while the results did not show a clear correlation with the preschool teachers’ years of experience. The respondents rated the importance of dialogic reading for speech development and early literacy very positively, and cited overly large groups of children as the most common obstacle to its implementation. Most also expressed a need for additional professional training in this area.
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