Comparative analysis of public and montessori kindergarten and preliteracy skills in children

Thesis is divided into three parts. In the first part are listed theoretical base developments of pre-writing skills with the communicational model of elimination of illiteracy, factors of reading and writing, elements of emerging literacy and also the meaning of games at said. In the second part are presented public kindergarten which work on the Curriculum for kindergartens and Montessori kindergarten. Both concepts of upbringing and education are presented apart and compared to each other. More objectives from Curriculum for kindergartens and Programme of Montessori kindergarten are exposed. They are also compared to each other especially on areas which are important for development of pre-writing skills (sensomotorical, motorical and cognitive functions, language and behavior). Some of targets are similar, others are even identical, third completely different. Some researches about Montessori kindergarten are given. In the last part follows the research which was conducted in public kindergarten»Mladi rod«, Angela's Montessori kindergarten and House children in Maribor (Montessori kindergarten). The governess of mentioned kindergartens were filling in questionnaire for profiling from a 5 to 7 year old child before entry or by entering to primary school. Sample included sixty children: forty of four-years and twenty of six-years; fifteen children were from Montessori kindergarten and forty-five from public kindergarten. In research were included both gender. Our objective was to determine if there are any statistical important differences in connection to preacademical skills by 5 and 6 years old children who are visiting public and Montessori kindergarten; and also if there are any statistical important differences respecting preacademical skills by children from public and Montessori kindergarten. The research found out that in sample of 5 and 6 year old children there are no statistical important differences but by children from public and Montessori kindergarten there are statistical important differences