Current State of Development of Reading Pre-Literacy in Kindergarten

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73598696" target="_blank" >RIV/61989592:15410/19:73598696 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333178582" target="_blank" >https://obd.upol.cz/id_publ/333178582</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Current State of Development of Reading Pre-Literacy in Kindergarten

Popis výsledku v původním jazyce

The main aim of the paper is to describe and define the issue of reading pre-literacy in kindergarten. The paper consists of two parts, the theoretical part and the research part. In the context of reading pre-literacy, we are focusing on clarifying what pre-emption and related concepts are. We consider it important to set aside and specify the conditions that are necessary to develop reading pre-literacy for children in kindergarten. Our research sample was kindergarten teachers. We have carried out quantitative research and, besides observation methods, our main research tool was a questionnaire. The questionnaire consisted of two parts. The first part explored the personality requirements for developing reading pre-literacy in kindergarten. The second part of the questionnaire examined the material conditions for developing reading pre-literacy. As part of the teacher&apos;s personal assumptions, we wanted to find out how teachers develop their knowledge of reading pre-literacy and what form of self-education they prefer. We were also interested in how they use their reading literacy skills to work with children in kindergarten. We also wanted to know whether they were interested in events, projects that are implemented at national or regional level and aimed at developing reading pre-literacy. It is also important for the development of literacy to focus on the offer of up-to-date publications aimed at developing reading pre-literacy in kindergarten, actively participating in creating a stimulating environment and involving parents in the activities of kindergartens to develop reading literacy. We were also interested in the teachers&apos; opinion whether it is possible to link the development of mathematical and reading pre-literacy in kindergarten. The research part of the paper also includes a comparison and analysis of these two literatures. In identifying the material conditions for developing reading pre-literacy, identifying obstacles and identifying learning needs for its effective development in practice. 93 respondents - kindergarten teachers in Olomouc region in the Czech Republic participated in the research.

Název v anglickém jazyce

Current State of Development of Reading Pre-Literacy in Kindergarten

Popis výsledku anglicky

The main aim of the paper is to describe and define the issue of reading pre-literacy in kindergarten. The paper consists of two parts, the theoretical part and the research part. In the context of reading pre-literacy, we are focusing on clarifying what pre-emption and related concepts are. We consider it important to set aside and specify the conditions that are necessary to develop reading pre-literacy for children in kindergarten. Our research sample was kindergarten teachers. We have carried out quantitative research and, besides observation methods, our main research tool was a questionnaire. The questionnaire consisted of two parts. The first part explored the personality requirements for developing reading pre-literacy in kindergarten. The second part of the questionnaire examined the material conditions for developing reading pre-literacy. As part of the teacher&apos;s personal assumptions, we wanted to find out how teachers develop their knowledge of reading pre-literacy and what form of self-education they prefer. We were also interested in how they use their reading literacy skills to work with children in kindergarten. We also wanted to know whether they were interested in events, projects that are implemented at national or regional level and aimed at developing reading pre-literacy. It is also important for the development of literacy to focus on the offer of up-to-date publications aimed at developing reading pre-literacy in kindergarten, actively participating in creating a stimulating environment and involving parents in the activities of kindergartens to develop reading literacy. We were also interested in the teachers&apos; opinion whether it is possible to link the development of mathematical and reading pre-literacy in kindergarten. The research part of the paper also includes a comparison and analysis of these two literatures. In identifying the material conditions for developing reading pre-literacy, identifying obstacles and identifying learning needs for its effective development in practice. 93 respondents - kindergarten teachers in Olomouc region in the Czech Republic participated in the research.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EDULEARN19 Proceedings

ISBN

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ISSN

2340-1117

e-ISSN

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Počet stran výsledku

7

Strana od-do

6021-6027

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Palma

Datum konání akce

1. 7. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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