THE “PRINT-RICH” EDUCATIONAL ENVIRONMENT AS A CONDITION TO FORM LITERACY PREREQUISITES IN OLDER PRESCHOOL CHILDREN

Abstract

The article studies an issue of organizing the developing subject-spatial environment of a preschool educational institution in order to form literacy prerequisites for older preschool children. From a theoretical point of view, the pedagogical conditions under which the educational environment, designed as an environment saturated with signs and symbols (“print-rich”), contributes to the formation of literacy prerequisites in preschoolers are substantiated. The authors of the article actualize the idea that written speech should be formed as a productive speech activity, highlight its features as a source of information about the world around the child and, analyzing the theoretical positions of scientists, pay attention to the fact that its formation occurs within the framework of communication activities, its motives should come from communicative activities. The article reveals the content of the stages of experimental work with children of senior preschool age, devoted to the study of the level of readiness of children to learn literacy and generalization of the practical experience of the organization “print-rich” as an educational environment. Based on the theoretical analysis of the provisions on the encoding and decoding of information by a child presented in the subject-developing environment of an educational institution, the ways of interaction with preschoolers on the formation of literacy prerequisites are presented. The results of the study convincingly demonstrate the effectiveness of using “print-rich” as a condition for the formation of literacy prerequisites in older preschool children.