The success of the development of reading and writing in school is largely influenced by different prereading and prewriting skills acquired in the preschool period. In addition to the parents, educator is also an important individual who can contribute to the development of prewriting and prereading skills. For this reason, it is important that educators receive more comprehensive insight into all areas of child’s development of literacy and become adequately informed about the importance of early childhood literacy development. Within the various educational institutions, there are some best practices that seek to raise the level of prereading and prewriting skills to maximize the development efficiency of reading and writing in school. Kindergarten Lenart, as an educational institution, is well aware of the importance of literacy. Under the National Strategy for the development of literacy, taking into account the curriculum, they systematically plan and implement activities that have an impact on the development of literacy in preschool.
In this work we present an example of good practice in which we participated. Our aim was to determine how individual activities affect child’s development of specific early literacy skills. The state of children's literacy was assessed before and after implementation of the Action Plan, which consisted different learning activities aimed to development of specific prereading and prewriting skills. We found that children develop reading skills sooner than writing skills. Results of testing have also shown that the vast majority of our children develop early literacy skills to a satisfactory extent, before entering primary school.
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