engleski

Preliteracy development: what do we know, what do parents know, what do children know?

The interest for the activities that improve mastering of reading and writing is growing as reading and writing are becoming almost necessary skills for making progess in different academic systems. Family literacy has been investigated from different views-cultural and social, and from the aspect of its' relevance for school success (Wasik i Hendrickson, 2004). There are two set of theories about family literacy: 1) theories focused on family dinamics, 2) theories that relate to the theories of language and development/improvement of literacy. Parents have some knowledge about literacy and about the ways how to secure grounding for reading and writing. The goal is to collect the data about knowledge of some features about literacy of the parents of preschool children and the data about literacy and knowledge of literacy in children (2 to 6 years). According to the goal, the questionnare focused on the knowledge about the emergent literacy and on some features of family literacy has been developed. The analysis of the results is focused on getting the insight about the relations of features of parents' knowledge and childrens' knowledge in the context of theories about early literacy. The purpose of the research is to emphasize the importance of family literacy. In some countries, higher level of family literacy presents strategic and political goal. The family literacy can contribute to decreasing the level of reading and writing difficulties that can be detected early in development. The literacy understanding and supporting its' development enables prevention of number of consequences in the cases of dyslexia.

picture books; parents; shared reading; preschool setting; preffered activities

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