In our dissertation, we explored and presented the reading habits of educators and parents of preschool children.
In the theoretical part, we first focused on speech-language development in the preschool period. We focused on early reading experiences, reading motivation and family reading. We presented the importance of reading in national documents for early childhood education, and highlighted and compared the role of educators and parents in children's reading.
In the empirical section, we used survey questionnaires to examine the opinions of educators and parents of preschool children. We used a quantitative approach in our research. The sample consisted of educators and parents from seven Slovenian kindergartens (two kindergartens in Ljubljana, Kindergarten Najdihojca and Kindergarten Ciciban, Kindergarten Škofja Loka, Kindergarten Sežana, Kindergarten Pedenjped Novo mesto, Kindergarten Dravograd, and Kindergarten Trbovlje). We compared the answers obtained, analysed them and interpreted them in detail.
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