THEORETICAL AND METHODOLOGICAL FOUNDATIONS AND PEDAGOGICAL CONCEPT OF DEVELOPING READING CULTURE IN OLDER PRESCHOOL CHILDREN

Abstract

The development of reading culture in older preschool children is an important component of contemporary preschool education, as early experiences with books, stories, illustrations and shared reading contribute not only to emerging literacy but also to children’s speech, cognitive activity, imagination, emotional development and social interaction. The purpose of this study is to theoretically substantiate the foundations and develop a pedagogical concept for the development of reading culture in older preschool children. The study employs theoretical analysis, synthesis, comparison, generalisation, modelling and interpretation of scientific and pedagogical literature. The proposed concept considers reading culture as an integrative personal formation comprising motivational, cognitive, speech-communicative, emotional-aesthetic, behavioural and reflective components. The conceptual framework is based on child-centredness, developmental appropriateness, activity, dialogical interaction, cultural relevance, continuity and cooperation between preschool institutions and families. Particular attention is given to shared and dialogic reading, literary discussion, dramatization, interactive games, independent work with books and reflective activities. The article proposes a structural-functional model that connects pedagogical conditions, mechanisms, educational technologies and expected developmental outcomes. The study argues that the development of reading culture should move beyond the transmission of literary knowledge toward the formation of a sustainable child’s subjective relationship with books and reading. The proposed pedagogical concept may serve as a theoretical and methodological basis for developing preschool curricula, educational technologies and diagnostic tools aimed at strengthening children’s emerging reading culture.