Role of preschool teachers and parents in promoting emerging literacy skills in preschoolers during COVID-19

The diploma thesis entitled "The role of educators and parents in encouraging the emerging literacy of pre-school children during COVID-19" consists of theoretical and empirical work. In the theoretical part, I defined the concept of literacy and listed the types of literacy. I paid more attention to emerging literacy. I defined the role of adults in emerging literacy, the principles of emerging literacy, and models. In connection with emerging literacy, I was also interested in family literacy and reading literacy. I also touched on the concept of reading and the related concept of family reading. I have listed and identified some activities related to reading. Among these, I focused more on dialogic reading. At the end of the theoretical part, I presented the child's literacy during COVID-19 and how educational institutions work during the pandemic. The purpose of the thesis was to determine the role of parents and educators in encouraging emerging literacy during COVID-19. To carry out the empirical work, I compiled two questionnaires. The first was intended for educators and assistant educators, and the second was for parents or. guardians of pre-school children. The survey included 60 educators and assistant educators and 6 parents or guardians of pre-school children. The survey lasted 2 months. The results of the survey showed that most of the surveyed parents are aware of the importance of promoting emerging literacy and regularly encourage this even during the lock-down and the closure of kindergartens. Most of the surveyed parents enrich their reading to the child with additional activities and often use dialogic reading. Like the surveyed parents, the surveyed educators and assistant educators are aware of the importance of encouraging emerging literacy. Most of the surveyed educators offered parents the opportunity to carry out activities to encourage emerging literacy during the closure of kindergartens. All surveyed educators responded that their reading is accompanied by additional activities and most applied dialogic reading