READINESSFORREADINGANDWRITINGINPRE-SCHOOLPERIOD: TEACHERS’ VIEWPOINTS ON CLASSROOM ENVIRONMENT AND PRACTICE

Abstract

The study aimed to scrutinizethe views of pre-schoolteachers on children’sreadiness for reading and writingin relation with the classroom environment and the practices. This case study adopted descriptive design based on the qualitative data. The participantsof the study comprised 47 pre-schoolteachers, who were selected via purposivesampling method. The data were collected using asemi-structured interview form, and analyzed via content analysis technique. The results obtained from the study showedthat in order to support children's readiness for reading and writing skills in the pre-schoolperiod, bothclassroom environment, andactivities played a significant role inattracting the attention ofchildren, and preparing them for their primary schoolperio