How to approach reading before learning to read

Abstract

This paper proposes a theoretical reflection on the reading approach concerning
those children who do not possess reading-skills yet. Reading activities
are real educational experiences, which influence child development
between 3 and 6 years old: they actually stimulate several competences (linguistic, cognitive, emotional, and social), playing also a relevant pre-literacy
role to address reading in primary school. The argument of this article is
that in ECEC services for children from 3 to 6 years old, the reading activities
facilitate the development reading prerequisites, fostering children’s
desire and predisposition to listening to and reading stories: reading education
must be built up over time; therefore, childhood plays a key role in
building a positive relationship between books and children. Teacher their
constructive encounter through funny and engaging – but not constricting
– activities, which could work as positive incitements, meeting also children’s
needs. This paper ends with some educational-teaching proposals to
strengthen the prerequisites necessary to learn reading and writing.