Predstavy detí predškolského veku o písaní (alebo o funkcii písania)
Concept of writing (or writing function) in pre-school children

Summary/Abstract: Children are familiar with writing and begin to understand its function long before they can demonstrate productive writing skills. Early understanding of the function of writing influences the development of literacy in preschool children and their later successes in writing, not only in the school environment, but also in everyday life. The aim of the paper is to point out at these facts with a close focus on retrieving immediate ideas of preschool children on how they understand the function of writing in their lives. The data were obtained through interviews with children (n = 64). Seven semantic categories have been identified, which is documented by the authentic statements of the children. Many children believe that the most important function of writing is to write their name, to write for school purposes, or to write to exercise their fingers. The most dominant categories identified from the research findings were two: writing as a communication tool and writing for the future purposes. Identifying children‘s preconceptions should be a part of the standard educational process, as the knowledge of such preconceptions and their understanding play a key role in the process of teaching, thus increasing its quality.

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