Main Article Content
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.
Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.