The development of preliteracy in the family of preschool children

HŘAVOVÁ, Aneta a Zora SYSLOVÁ. The development of preliteracy in the family of preschool children. Slavonic Pedagogical Studies Journal (PEGAS Journal). Slovakia: -, 2023, roč. 12, č. 2, s. 95-103. ISSN 1339-8660. Dostupné z: https://dx.doi.org/10.18355/PG.2023.12.2.3.

Základní údaje

Originální název

The development of preliteracy in the family of preschool children

Název česky

Rozvoj čtenářské pregramotnosti v rodině předškolních dětí

Název anglicky

The development of preliteracy in the family of preschool children

Autoři

HŘAVOVÁ, Aneta (203 Česká republika, garant, domácí) a Zora SYSLOVÁ (203 Česká republika, domácí)

Vydání

Slavonic Pedagogical Studies Journal (PEGAS Journal), Slovakia, - 2023, 1339-8660

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Další údaje

Jazyk

čeština

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Slovensko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14410/23:00132007

Organizační jednotka

Pedagogická fakulta

DOI

http://dx.doi.org/10.18355/PG.2023.12.2.3

Klíčová slova česky

čtenářská pregramotnost; čtenářská gramotnost; předčtenářské dovednosti; rodina; předškolní věk

Klíčová slova anglicky

reading preliteracy; reading literacy; pre-reading skills; family; preschool age

Příznaky

Mezinárodní význam, Recenzováno

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Anotace

V originále

The current study is part of a dissertation that deals with the development of reading literacy in a family of preschool children in kindergarten. This study aimed to determine the parental practices that influence preliteracy development in preschool children. For these purposes, a combination of research methods was used - a questionnaire, a diary of parents and an interview with parents. In this post, I present the interviews' results in comparison with the pre-test, which was aimed at determining language and speech skills. The results showed that the differences between parents' practices are noticeable, which to some extent corresponds to the results of individual children in a standardized language and speech skills test. At the end of the thesis, I consider the possible connections of these research findings.

Anglicky

The current study is part of a dissertation that deals with the development of reading literacy in a family of preschool children in kindergarten. This study aimed to determine the parental practices that influence preliteracy development in preschool children. For these purposes, a combination of research methods was used - a questionnaire, a diary of parents and an interview with parents. In this post, I present the interviews' results in comparison with the pre-test, which was aimed at determining language and speech skills. The results showed that the differences between parents' practices are noticeable, which to some extent corresponds to the results of individual children in a standardized language and speech skills test. At the end of the thesis, I consider the possible connections of these research findings.