Environment for Meaningful Development of Reading Literacy in Pre-School

• Authors: Sandra Zariņa , Inga Belousa
• Languages of publication: EN

Abstracts

EN

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.

Keywords

EN

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

• Publisher: Sciendo
• Journal: Discourse and Communication for Sustainable Education
• Year: 2011
• Volume: 2
• Pages: 68-83

Dates

published

2011-01-01

online

2012-06-14

Contributors

author

Sandra Zariņa

• Daugavpils University, Latvia

author

Inga Belousa

• Daugavpils University, Latvia

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Identifiers

DOI

10.2478/v10230-011-0005-3