Browsing by Author "Sumiloff, Satu"

Pre-reading and pre-writing skills predict the development of reading and writing skills. The purpose of this research is to study how kindergarten teachers support children’s pre-reading and pre-writing skills in preschool. Motivation and interest also predict the development of reading and writing skills. That said, it is also an intention to study how children’s motivation and interest towards reading and writing is supported in preschool. The answers were found trough an online survey. There were two different parts in this survey and it mainly consisted of open questions. The survey was published in a Facebook-group that is meant for personnel working in kindergarten. There were 11 people who took part in this research and they all work as kindergarten teachers in preschool. Eight of them had had extra education about this subject. The answers were analysed trough content analysis. It was found out that kindergarten teachers have many different ways to support children’s pre-reading and pre-writing skills in preschool. The most important factors seemed to be literature and reading out loud. Supporting children’s pre-reading and pre-writing skills was something that belongs to every day and the skills were practised in all kinds of situations. Also different games and playing and the use of technology were pointed out in many of the answers. Motivation and interest were mostly supported via cheering and praising. Kindergarten teachers seemed to have a strong vision that the motivation and interest towards reading and writing comes naturally.