CHILDREN’S PRECONCEPTS OF LINGUISTIC AND LITERARY LITERACY AT THE THRESHOLD OF EDUCATION

As a result of dynamically changing social and technical conditions are changing indicators of linguistic and literary literacy of children in early school education. Linguistic competences of children are developed in parallel with their thoughts and emotions and are directly related to speech stimulating social environment. The author of this paper presents a theoretical and methodological basis of the institutional development of language and communication competencies of 5-6 year old children in Slovakia and research strategy surveys on cognitive and socio-emotional development of children through indicators of their linguistic and literary literacy. Research is carried out through structured interview, which focuses mainly on the lexical inventory, grammatical structure and semantics of children's testimony. Testimonies are encoded and categorized by qualitative techniques to determine how children understand key terms, what experience they have and what emotions concerning with them survive. The article is the output of the project VEGA No. 1/0598/15 titled "Child At The Threshold Of Education And Their World."