Development of Preliteracy in Preschool Education in the Czech Republic
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| Title: | Development of Preliteracy in Preschool Education in the Czech Republic |
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| Language: | English |
| Authors: | Eva Koželuhová (ORCID |
| Source: | Reading Psychology. 2025 46(1):90-105. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Foreign Countries, Emergent Literacy, Preschool Education, Preschool Teachers, Literacy Education, Knowledge Level, Teacher Competencies, Beginning Reading, Beginning Writing |
| Geographic Terms: | Czech Republic |
| DOI: | 10.1080/02702711.2024.2425097 |
| ISSN: | 0270-2711 1521-0685 |
| Abstract: | The level of reading competency in children makes a difference in their academic progress, and subsequently such progress influences their quality of life. The excellence of pre-primary education is based on curricular and procedural quality. The aim of the research was to find out how preschool teachers develop reading literacy in preschool children in the Czech Republic and how they understand the concept of preliteracy. Data were collected using a qualitative multi-case study by semi-structured interviews with participants, repeated semi-structured observations of their teaching work, and analysis of reports of teaching implementation (N = 8). The results show that teachers have insufficient knowledge about the content of literacy development. In practice, they tend to focus on the development of areas related to the acquisition of reading and writing, while the area of comprehension development is inadequately covered. Findings can contribute to improve curricula on national or institutional level, not only in the Czech Republic but also internationally. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451162 |
| Database: | ERIC |
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| Abstract: | The level of reading competency in children makes a difference in their academic progress, and subsequently such progress influences their quality of life. The excellence of pre-primary education is based on curricular and procedural quality. The aim of the research was to find out how preschool teachers develop reading literacy in preschool children in the Czech Republic and how they understand the concept of preliteracy. Data were collected using a qualitative multi-case study by semi-structured interviews with participants, repeated semi-structured observations of their teaching work, and analysis of reports of teaching implementation (N = 8). The results show that teachers have insufficient knowledge about the content of literacy development. In practice, they tend to focus on the development of areas related to the acquisition of reading and writing, while the area of comprehension development is inadequately covered. Findings can contribute to improve curricula on national or institutional level, not only in the Czech Republic but also internationally. |
|---|---|
| ISSN: | 0270-2711 1521-0685 |
| DOI: | 10.1080/02702711.2024.2425097 |
