Preparing children for writing in kindergarten and their individual support by the teacher

Abstract

The first sub-objective was to find out what the relationship is in June between the frequency of children in the age groups 3 to 4 years, 4 to 5 years and from 5 years to the end of the child's compulsory attendance in kindergarten, whose results of imitation of the written elements of writing preparation were based on portfolios, and the frequency of individual plans for further development of their imitation by children. The method was content analysis of the results of writing preparation in specific graphic elements of 228 children's portfolios. Results.
in their personal portfolios as a result of imitating the written elements of writing and the frequency of children with a plan for further development in this area in each groups of children are statistically different. The second sub-objective was to find out how often teachers from the groups by teaching experience up to 5 years, from 6 years to 10 years, from 11 to 20 years and over 20 years included imitation of the written elements of children's preparation for writing in order to develop them in this area. A stratified sample of 10 teachers was selected according to their years of experience. Result: frequency of inclusion of imitation of written elements of writing preparation by the child
in kindergarten by female teachers varies in terms of the length of their teaching experience. In both cases, the chi-square goodness-of-fit test was used.