The development of preliteracy in the family of preschool children

HŘAVOVÁ, Aneta and Zora SYSLOVÁ. The development of preliteracy in the family of preschool children. Slavonic Pedagogical Studies Journal (PEGAS Journal). Slovakia: -, 2023, vol. 12, No 2, p. 95-103. ISSN 1339-8660. Available from: https://dx.doi.org/10.18355/PG.2023.12.2.3.

Basic information

• Original name: The development of preliteracy in the family of preschool children
• Name in Czech: Rozvoj čtenářské pregramotnosti v rodině předškolních dětí
• Name (in English): The development of preliteracy in the family of preschool children
• Authors: HŘAVOVÁ, Aneta (203 Czech Republic, guarantor, belonging to the institution) and Zora SYSLOVÁ (203 Czech Republic, belonging to the institution).
• Edition: Slavonic Pedagogical Studies Journal (PEGAS Journal), Slovakia, - 2023, 1339-8660.

Other information

• Original language: Czech
• Type of outcome: Article in a journal
• Field of Study: 50301 Education, general; including training, pedagogy, didactics [and education systems]
• Country of publisher: Slovakia
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• RIV identification code: RIV/00216224:14410/23:00132007
• Organization unit: Faculty of Education
• Doi: http://dx.doi.org/10.18355/PG.2023.12.2.3
• Keywords (in Czech): čtenářská pregramotnost; čtenářská gramotnost; předčtenářské dovednosti; rodina; předškolní věk
• Keywords in English: reading preliteracy; reading literacy; pre-reading skills; family; preschool age
• Tags: International impact, Reviewed

Abstract

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.

Abstract (in English)

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.