engleski

Improving children᾽s language development in preschool years: from theory to teaching practice

Numerous studies have shown the importance of the quality of early education since it provides benefits for individuals and society in general. Many issues arise as part of early education and influence of prior knowledge on literacy development, mainly directed at exact defining of linguistic segments that in the best way demonstrate early literacy and determine the relevance and significance of individual components and processes anticipating successful acquisition of reading and writing pre-skills, as well as later academic success. Most commonly observed parameters as reading and writing predictors refer to phonological factors among which phonological awareness and naming letters are particularly distinguished. Apart from the abovementioned factors, lexical knowledge is also important for early literacy, as one of the main factors influencing reading comprehension and narration as basic skills for reading competences (Kuvač Kraljević et al. 2015). National Curriculum for Pre-School Education (2014) also elaborates on the importance of communication in the mother tongue as one of the basic lifelong competences developed through listening, speaking, reading and writing. Since learning how to write and read is an unavoidable part of language development, and assuming that educators’ role is crucial in creating motivating environment for early literacy development, the poster will present the analysis of materials and activities intended for early reading and writing. The materials were prepared by the 3rd year students of University Undergraduate Pre-School Studies within practice for the course Integrated pre-school curriculum and Pre-practice in reading and writing, and were later on applied in activities with pre-school children.

language development, early literacy, educators' role, pre-school children

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