Description
Book SynopsisThe curricular reform of 2016 presented us with a unique opportunity to compare children who had followed the previous early childhood curriculum in Slovakia with children who attended preschool after the successful implementation of the new preschool curriculum. Our book is based on the findings of research carried out in the ecologically valid environment of Slovak preschools. The results offer a unique perspective on literacy development in the context of a national reform implementation that had a direct impact on educational practice.
Table of ContentsKamila Urban - Acknowledgments -Contributors -Introduction: The Importance of Literacy-rich Classrooms -Role of Shared Book Reading Practices in Early Literacy Development - Identification of Differences in Key Literacy Indicators Under the Old and the Innovated Preschool Curriculum -Role of Story Listening Comprehension in Early Literacy Skills -Role of Metacognition in Early Literacy Development - Preschool Narrative Production as a Precursor for Successful Reading and Literacy Development -Conclusion: The Difficult Journey of the New Literacy Curriculum to Preschool Education: Promising Impacts and Future Perspectives -Index
