In the thesis, I present the attitude of preschool teachers and parents with regards to introducing the reading badge in to kindergarten. Firstly, in the theoretical part, I describe the history and development of the reading badge. Different types of reading badges have been introduced throughout the years dependent on the age of children. In the continuation, I focus on the importance of reading books with children in kindergarten. In short, I describe how a child’s speech develops and how it can be encouraged by parents. Reading books has an important role because it influences a child’s general development. The child’s family forms their knowledge base, so in addition, I also present the influence of family on a child’s reading development. Finally, I mention the potential problem of having the reading badge in kindergarten as, according to some authors, the final prize encourages too much competition among children and parents.
In the empirical part, I present the survey answers, which illustrate the point of view of the preschool teachers and the parents. The results show that most preschool teachers think that the reading badge has an important role on child's development. However, the majority of parents think that, whilst reading books to preschool children is of great importance; only slightly over 50 percent of parents think that the pre-school reading badge has an important role on a child's development.
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