METHODOLOGICAL FOUNDATIONS FOR USING INTERNATIONAL EDUCATIONAL PROGRAMS IN PREPARING OLDER PRESCHOOL CHILDREN FOR LITERACY INSTRUCTION
Keywords:
preschool education, older preschool group, literacy instruction, international educational programs, Montessori, Reggio Emilia, HighScope, Creative Curriculum, Cambridge Early Years, early literacy, methodological approach.Abstract
This article provides a scientific, theoretical, and practical analysis of the methodological foundations for using international educational programs in preparing older preschool children for literacy instruction. The study examines contemporary pedagogical approaches to developing early literacy competencies in preschool children and explores the methodological potential of international programs such as Montessori, Reggio Emilia, HighScope, Creative Curriculum, and Cambridge Early Years. It also analyzes the distinctive pedagogical principles of these programs, their educational content, the organization of developmental learning environments, the planning of teachers’ activities, and their role in supporting children’s individual development. The findings demonstrate that adapting the best practices of international educational programs to the national preschool education system can effectively develop children’s phonemic awareness, oral language skills, vocabulary, communication culture, and psychological readiness for reading and writing.
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