Abstract:

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'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' 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.

Acknowledgement:
The paper is support by project „Development of key competences in terms of subject didactics, cross-curricular themes and interdisciplinary relations No. CZ.02.3.68.0.0/0.0/16_011/0000660“.

Keywords:

Reading Pre-literacy, Math Pre-literacy, education, Teachers, Kindergarten, Quantitative Research.