Preschoolers' language skills under the view of emergent literacy: Contribution of texts

This study presents the language skills of the preschoolers under the view of the emergent literacy. The motive of our research interest was the fact, based to bibliographical review, that the language skills are relevant with the reading success and they are also the motive of children’s written language production. Furthermore, the need of researching two significant settings of the language skills came up, those of the family and the preschool. Specifically, in the research that took place during the school year 2007-2008, the scouting of the preschoolers’ language skills was attempted with a mass of essays as well as that of the family literacy based on a questioner filled by the parents. After that, there was an effort to associate the facts of the language skills with the components of the family literacy in order to ascertain or to deactivate its effect as significant or insignificant element regarding their development. The element analysis brought out the lack of the emergent literacy skills. Furthermore the relation of language skills and family literacy did not present high correlations. On the contrary, the interventional implementation of the language program brought out the significance of the preschool as an overbearing factor of the emergent literacy development. The elements of the study can be used in the planning of special research approach of the emergent literacy, in the sensitization and information of the preschool teachers regarding the complex and the growth of the emergent literacy and also in underlining the role of the interventional programs in the development of preschoolers’ language skills