The Continuity or Discontinuity in Early Literacy Development at the Beginning of Formal School Education in Slovakia.

Autor/in	Zapotocna, Olga
Titel	The Continuity or Discontinuity in Early Literacy Development at the Beginning of Formal School Education in Slovakia.
Quelle	(2001), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Reading; Beginning Writing; Child Development; Curriculum Development; Developing Nations; Early Intervention; Educational Trends; Elementary Education; Emergent Literacy; Foreign Countries; Preschool Education; Prewriting; Reading Research; Teacher Education; Slovakia + Suchen Sie Ihr Suchwort? Erstleseunterricht; Erstschreibunterricht; Kindesentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Elementarunterricht; Frühleseunterricht; Ausland; Pre-school education; Vorschulerziehung; Leseforschung; Lehrerausbildung; Lehrerbildung; Slowakei
Abstract	Two important topics in early literacy development in Slovakia are discussed in this paper: the conceptual framework for its stimulation by efficient preschool curriculum, and the continuity of formal elementary school education with respect to children's preceding developmental achievements. The paper discusses the ongoing research project focused on the possibilities of early literacy intervention--the project is conducted by the Department of Social and Biological Communication in collaboration with the Department of Preschool and Elementary School Education, University of Bratislava, Slovakia. It notes that teacher education students participate in the project, and that the program aspires to be reflective of the current educational trends and needs and to offer an alternative to the traditional preschool educational program. The paper states that two groups of preschool children (5-6 years) have been investigated, and their phonological awareness, pre-reading, and pre-writing strategies have been analyzed. It presents some preliminary results showing the children's pre-reading and pre-writing skills as they naturally emerged in highly stimulating literacy. (Includes a table and 8 charts.) (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC