Daily reading and storytelling to a preschool child contributes to the development of prereading and prewriting skills. Amongst the many activities that kindergarten implements to promote family reading is the Preschool Reading Badge, which encourages family reading. However, this is not necessarily a positive incentive. In carrying out Reading Badge activities, some parents and children compete, thus calling into question the purpose of the Reading Badge.
In the theoretical part, literacy, emerging literacy, family reading and various incentives for it are briefly described. In the empirical part, a survey questionnaire for kindergarten professionals and children’s parents is used, focusing on teachers’ opinions regarding the Preschool Reading Badge, as well as reading and storytelling habits in the children’s family environment.
The analysis of the questionnaires produced interesting results. Some teachers and parents agree that the Reading Badge encourages competition. More than half of the parents rarely or occasionally read and tell stories to their children, while half of them also encourage children to complete the Reading Badge promptly.