READINESS FOR READING AND WRITING IN PRE-SCHOOL PERIOD: TEACHERS’ VIEWPOINTS ON CLASSROOM ENVIRONMENT AND PRACTICES

Abstract

The study was carried out to examine the practices and views of preschool teachers on readiness for reading and writing. Typical case study method was used in the study. Participants of the study were selected with the appropriate sampling method and 47 preschool teachers were included in the study. A semi-structured interview form was prepared to collect data. The results obtained from the study show that in order to support children's readiness for reading and writing skills in the preschool period, the importance of the classroom environment, the importance of preschool teachers planning the activities in a way that attracts the attention of the children, and the teachers' knowledge the importance readiness for reading and writing activities and their effects in primary school.