IMPROVING THE METHODOLOGY FOR DEVELOPING PSYCHOLOGICAL AND PEDAGOGICAL READINESS FOR LITERACY LEARNING IN SENIOR PRESCHOOL CHILDREN
Keywords:
literacy readiness, senior preschool children, psychological readiness, pedagogical readiness, emergent literacy.Abstract
Preparing senior preschool children for literacy learning is not limited to teaching letters, sounds, or elementary writing movements before school entry. Effective readiness develops through the interaction of psychological maturity, oral language competence, phonological awareness, motivation, self-regulation, social communication, fine-motor development, and appropriately organized pedagogical support. This article examines ways of improving the methodology for developing psychological and pedagogical readiness for literacy learning among senior preschool children. The study employs theoretical analysis, comparative synthesis, content analysis, and pedagogical modelling to identify the most effective contemporary approaches to literacy preparation. Particular attention is given to diagnostic assessment, differentiated instruction, phonological and narrative activities, dialogic reading, play-based learning, small-group support, graphomotor preparation, family involvement, and developmentally appropriate digital resources. Based on the analysis, an integrated methodological model consisting of diagnostic, motivational, developmental, interactive, differentiated, and evaluative stages is proposed. The findings indicate that literacy readiness develops more sustainably when psychological prerequisites and pedagogical interventions are coordinated systematically rather than when formal reading and writing are introduced prematurely. The proposed methodology can support preschool educators in creating developmentally appropriate conditions for successful transition to formal literacy instruction.
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