This study explores the development of emergent literacy in preschool children, focusing on the relationship between family background and educational support provided in kindergarten. The aim was to examine differences in family literacy support and to identify how kindergarten education may help compensate for these differences.

The research was designed as a qualitative case study conducted in a kindergarten in the Czech Republic. The sample consisted of four children in their final preschool year before compulsory primary school entry and their families. Participants were selected through purposive sampling based on shared attendance at the same kindergarten, comparable age, and the possibility of long-term observation in a natural educational setting.

Data were collected through semi-structured interviews with parents, systematic pedagogical observation of children during everyday kindergarten activities, analysis of pedagogical diagnostic records, and documentation related to cooperation between the kindergarten and families. The data were analysed using thematic coding within the framework of the emergent literacy model (Rohde, 2015).

The findings revealed significant differences in the home literacy environment, particularly in shared reading practices, language stimulation, access to books, and parental involvement in children’s literacy development. The results suggest that consistent and individualized pedagogical support in kindergarten can partially compensate for less stimulating family environments and positively influence the development of key emergent literacy skills. The study highlights the importance of effective cooperation between families and early childhood educational institutions in supporting children’s early literacy development.

Authors:
Aneta Hřavová, Masaryk University, Czech Republic

About the Presenter(s)
Mgr. Aneta Hřavová is currently a student of the doctoral study program School Pedagogy at the Department of Primary Pedagogy of Masaryk University and at the same time the director of a kindergarten.

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