Abstract:

Early reading skills include a process that begins with birth and continues until primary school. The sound schemes that the child develops towards what they hear from his surroundings are developing, language-specific skills are acquired through imitation and modeling from the social environment. The development of the engine with the skills of holding a pen and learning the body positions towards reading writing, the development of hand-eye coordination is a priority for each reading writing skills. Pre-school is a process where children are supported in a comprehensive, systematic and planned manner in all areas of development. The skills that are expected to be gained in this process include early literary skills. In the framework of this study, 23 children from 60 to 72 months and 45 to 50 minutes of individual conversations were conducted, the children’s early literary skills under the framework of audio-consciousness skills, writing awareness, story understanding, visual matching and pre-writing skills were studied according to the educational and professional conditions of the parents and parents. The study found that there were no significant differences in early literary skills according to the educational conditions of the parents and parents, while the educational conditions of the mothers were increased and the early literary skills of the children were increased when the mothers were teachers and the fathers were health workers.

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