Preliminary communication
https://doi.org/10.15516/cje.v20i0.3119
Preschool Teachers' Opinions on the Methodology of Teaching Activities for Developing Pre-Reading and Pre-Writing Skills
Vesna Budinski
; Faculty of Teacher Education, University of Zagreb
Iva Lujić
orcid.org/0000-0003-3406-5956
; Faculty of Teacher Education, University of Zagreb
Abstract
The development of pre-reading and pre-writing skills starts at a very early age. In order for a child to progress during formal education, the period of preschool should create conditions for regular language development. The theoretical framework of this paper defines basic language skills and possibly determines teaching methodology activities implemented by preschool teachers. Those teaching methodologies include all types of activities, communication and behaviors of preschool teachers and children, partnership with parents, and motivation with the aim of reaching defined curricular outcomes. The research methodology presents a qualitative research using the interview method. The participants were preschool teachers from two preschool institutions in Zagreb (N=6). The aim of the research was to gain insight into the methodology of preschool teachers, which contributes to the development of pre-reading and pre-writing language skills. The participants’ answers were analyzed and categorized according to the set research questions. The results indicate that the teaching methodology applied by preschool teachers contributes to the development of pre-reading and pre-writing skills. It is very important to respect individual characteristics of children and influence each child’s language development.
Keywords
child; development of pre-reading and pre-writing skills; teaching methodology; preschool teacher.
Hrčak ID:
214283
URI
Publication date:
30.10.2018.
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