Promoting preschool reading

The thesis titled Promoting preschool reading consists of a theoretiral and an empirical part. In the theoretical part I wrote about reading, the importance of reading, types of reading, about reading motivation, promoting reading motivation, internal and external motivation, influence of reading motivation on the child's reading activity, reading and familial literacy, the role of adults in promotion reading literacy, reading to a child and promoting reading in pre-school years, where I wrote about promoting reading in the family, the role of teachers in promoting reading, literature classes in kindergarden, promoting reading in kindergarten and different methods of promotion. The empirical part focuses on the role of preschool teacher regarding reading promotion. I conducted a survey on preschool teachers with questions regarding methods of reading promotion, gender, education level, years of experience, age groups of their pupils, how frequently they read to children, the amount of emphasis they put on reading, reasons for their method selection, can children take on the role of narrator, why they read to children, their criteria for book selection, their opinion on who has the biggest role in reading promotion and on the cild's emergent literacy, and their opinion on which family activities influence the child's literacy. The goal of thesis is to determine whether there is a difference between kindergarten teachers regarding the methods of promoting reading, based on their education level and years of experience working with preschool children