<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><p>At a time when the scope and influence of information technologies are rapidly increasing, the development of reading literacy becomes a challenge for teachers. Pre-school teachers have a special role in the development of reading literacy, because children display interest in the written text and the information it holds already in pre-school. It is thus important that the child's first encounter with text be pleasant and exciting, personally significant and applicable for reaching one's goals and satisfying one's needs in everyday life. Hence, the development of reading literacy in pre-school ought to be meaningful, which cannot be ensured in a traditional, teacher-focused learning environment. That is why the paper summarises the best practical experience in a meaningful development of reading literacy. The conclusion is reached that a meaningful development of reading literacy occurs in an environment specially designed by teachers with constructivism as its theoretical basis.</p></abstract>

At a time when the scope and influence of information technologies are rapidly increasing, the development of reading literacy becomes a challenge for teachers. Pre-school teachers have a special role in the development of reading literacy, because children display interest in the written text and the information it holds already in pre-school. It is thus important that the child's first encounter with text be pleasant and exciting, personally significant and applicable for reaching one's goals and satisfying one's needs in everyday life. Hence, the development of reading literacy in pre-school ought to be meaningful, which cannot be ensured in a traditional, teacher-focused learning environment. That is why the paper summarises the best practical experience in a meaningful development of reading literacy. The conclusion is reached that a meaningful development of reading literacy occurs in an environment specially designed by teachers with constructivism as its theoretical basis.

Environment for Meaningful Development of Reading Literacy in Pre-School

Discourse and Communication for Sustainable Education

{"article-title":"Environment for Meaningful Development of Reading Literacy in Pre-School"}

At a time when the scope and influence of information technologies are rapidly increasing, the development of reading literacy becomes a challenge for...

Environment for Meaningful Development of Reading Literacy in Pre-School

Online veröffentlicht: 14. Juni 2012

Seitenbereich: 68 - 83

DOI: https://doi.org/10.2478/v10230-011-0005-3

Schlüsselwörter
meaningful development of reading literacy in pre-school, environment for meaningful development of reading literacy in pre-school, expert interviews, constructive learning environment

This content is open access.

Environment for Meaningful Development of Reading Literacy in Pre-School

Online veröffentlicht: 14. Juni 2012

Seitenbereich: 68 - 83

DOI: https://doi.org/10.2478/v10230-011-0005-3

Schlüsselwörtermeaningful development of reading literacy in pre-school, environment for meaningful development of reading literacy in pre-school, expert interviews, constructive learning environment

This content is open access.

Schlüsselwörter
meaningful development of reading literacy in pre-school, environment for meaningful development of reading literacy in pre-school, expert interviews, constructive learning environment