Children’s early literacy: The effect of preschool and family factors
Ljubica Marjanovič Umek and Kaja Hacin and Urška Fekonja

Summary:  In this longitudinal study, we established the effect of additional activities used by professionals in two preschool groups to systematically achieve goals related to early literacy within the framework of preschool curriculum on children’s achievements in several aspects of early literacy. Children’s early literacy was also analysed in relation to parental education, children’s age at entry into preschool and several factors of family literacy. The study included 46 children aged 5.1 to 6 years. Using the selected instruments, various aspects of children’s early literacy—their graphomotor skills, storytelling and metalinguistic awareness—were analysed twice within a three-month period and assessed by the preschool teachers. The obtained results showed that, between the first and second assessment, children from both preschool groups significantly progressed in all areas of early literacy. Factors related to family literacy were not significantly related to children’s early literacy, nor was children’s age at entry into preschool. However, the children of parents with a lower level of education, who attended preschool for a longer period of time, narrated developmentally more complex stories compared to children who entered preschool at a higher age, indicating the compensatory role of preschool.

Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.