The role of motivational incentives by continuous reading in preeschool

The Diploma thesis consists of two parts. In the theoretical part, we define a method of continuous reading, which is followed by its description as one of the methods for drawing children into the world of literature. We have also written a formula, with the help of which we can prepare project for all books in a continuous fashion. Furthermore, we also present a book entitled Groznovilca v Hudi hosti, which is characterised by humorous narrative and deals with the subject of the acceptance of difference. Major emphasis is given to the introductory motivation. We focus on the types and sub-types of introductory motivation as defined by Metka Kordigel (2008). Developing the skill of narration is of fundamental importance for work in kindergartens, for it enables children to be more successful in communicating with one another. Therefore we also present the characteristics of a child's narration in the pre-school era. Based on the qualitative method of pedagogical research, the empirical part presents the analysis of children's narration of stories. We obtained data with the help of children's drawings, their narration, explanations and verbal descriptions. We assessed the development levels of their stories, taking into account two assessment criteria: coherence and cohesiveness. We also established the differences in the length of the narrated words, the number of words, and the number of recognised events in the story. The results showed that in the experimental group, where introductory motivation was present, the children expressed great interest in continuing to listen to the story, and their narration of stories was also more coherent, cohesive and longer compared to the control group, where introductory motivation was left out. Analyses of the stories discussed in the experimental and control groups point to the fact that motivational encouragement greatly affects the quality and quantity of stories narrated by children