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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.
Authors: Koželuhová, Eva (AUTHOR), Koželuh, Ondřej (AUTHOR)
Source: Reading Psychology. Jan2025, Vol. 46 Issue 1, p90-105. 16p.
Subjects: Preschool teachers, Preschool children, Preschool education, National curriculum, Semi-structured interviews
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. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Development of Preliteracy in Preschool Education in the Czech Republic.
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  Data: <searchLink fieldCode="AR" term="%22Koželuhová%2C+Eva%22">Koželuhová, Eva</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Koželuh%2C+Ondřej%22">Koželuh, Ondřej</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Jan2025, Vol. 46 Issue 1, p90-105. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br /><searchLink fieldCode="DE" term="%22National+curriculum%22">National curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02702711.2024.2425097
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      – Code: eng
        Text: English
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    Subjects:
      – SubjectFull: Preschool teachers
        Type: general
      – SubjectFull: Preschool children
        Type: general
      – SubjectFull: Preschool education
        Type: general
      – SubjectFull: National curriculum
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      – SubjectFull: Semi-structured interviews
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      – TitleFull: Development of Preliteracy in Preschool Education in the Czech Republic.
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              Text: Jan2025
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              Y: 2025
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