Predčitačke i predpisačke vještine djece predškolske dobi

Čitanje i pisanje vještine su koje treba učiti. Poznavanje ovih vještina omogućuje pojedincu daljnje obrazovanje i stjecanje različitih znanja i sposobnosti. Proces učenja ovih vještina počinje vrlo rano, odnosno mnogo prije djetetova formalnog obrazovanja. Da bi se ovladalo vještinama čitanja i pisanja, potrebno je prethodno savladati mnoge predčitačke i predpisačke vještine. Njihovim poticanjem potrebno je započeti veoma rano jer djeca u najranijoj dobi imaju veliku sposobnost učenja. Predpisačke i predčitačke vještine djeca usvajaju i savladavaju kroz igru, a u cilju njihova razvoja osobito je vaţna poticajna okolina. Obitelj i odgojitelji u ustanovama ranog i predškolskog odgoja koji s djecom provode najviše vremena, najvaţniji su i najodgovorniji za stvaranje poticajnoga okruţenja i poticanje djeteta na predčitačke i predpisačke vještine, kao i za razvoj motivacije za čitanjem. Oni su djetetu i govorni modeli. Navedene vještine roditelji kod djeteta trebaju poticati kroz svakodnevne aktivnosti, a osobito putem poticajnog dijaloškog čitanja. Zadatak odgojitelja je da djecu s glasovima i slovima upoznaju kroz različite aktivnosti primjerene njihovoj dobi i interesima. Tek kada su predčitačke i predpisačke vještine kod djeteta usvojene, dijete moţe započeti s primjenom abecednog načela u učenju čitanja. Ono se odnosi na aktivnosti šifriranja i dešifriranja, ali kada ih dijete savlada, ne znači da je naučilo čitati i pisati. Tek kada dijete razumije smisao onoga što čita i piše, moţe se reći da je savladalo čitanje i pisanje. No, i nakon usvojenih jezičnih vještina čitanja i pisanja, one se i dalje usavršavaju, kao što se usavršava i bogati djetetov rječnik. Istraţivanjem se dobio uvid u metodičke artefakte koje koristi privatni vrtić redovnog programa kao i u aktivnosti koje se pomoću njih provode s djecom. Njime se također ukazalo i na vaţnost učenja putem igre i angaţiranosti odgojitelja pri primjeni raspoloţivih materijala i opreme u radu s djecom.Reading and writing are skills that need to be learned. Acquiring these skills prepares an individual for further education and gaining various further knowledge and skills. The process of learning these skills starts very early, much earlier than the start of a child’s formal education. In order to master the skills of reading and writing, previous to that it is necessary to attain many other pre-reading and pre-writing skills. It is important to start encouraging these skills very early because children possess a great ability to learn at a very young age. Children acquire pre-writing and pre-reading skills through play and what is specially important to develop these is a stimulating environment. Family and caregivers at the institutions of early and preschool education, with whom children spend most of their time, are the most imortant and the most responsible to create a stimulating environment and to encourage a child to acquire pre-reading and pre-writing skills, as well as to develop the motivation to read. They are also a child’s speaking role models. Parents should encourage these skills in a child through everyday activities, especially through stimulating dialogic reading. The caregivers’ task is to introduce sounds and letters to a child through various activities suitable to the child’s age and interests. Only when the child has acquired pre-reading and pre-writing skills, can he or she start applying the alphabetic principle in learning to read. It regards the activities of ciphering and deciphering, but once the child has acquired these, it still does not mean that they have learned to read and write. Only when the child has understood the sense of what they have read or written, can it be said that they have learned to read and write. However, after reading and writing skills have been attained, they still need to get perfected, as the child’s vocabulary gets improved and enriched. The research gave an insight into methodical tools a regular program private kindergarten uses, as well as activities in which they are used in working with children. They were useful to point out the importance of learning through play and the engagement of caregivers in applying all the available materials and equipment in working with children