Lithuanian preschool teachers’ pedagogical habitus of reading to children
Lithuanian preschool teachers’ pedagogical habitus of reading to children

Summary/Abstract: In Lithuania, the trend of parents not reading to their children is becoming evident. Understanding the importance of reading as the child’s educational need, it is likely that the lack of reading to children in the family could be compensated by the environment of the preschool education institution, therefore, the aim of the presented research is to find out what the pedagogical habitus of the Lithuanian preschool teachers in reading to children is, i.e., teachers’ attitudes and behaviour of reading to children. While using disguised observation and an informal conversational interview, three profiles of the teacher as a child-reader educator were identified and described in detail in the article: active reader educator, potential reader educator and passive reader educator. Referring to the findings of the study, it can be said that Lithuanian preschool education teachers lack knowledge about the child’s literary education and practical skills on how to do it in a quality manner. Therefore, in the near future, to compensate for this, it is necessary to prepare and offer qualification improvement programmes on children’s reading and literature issues to teachers of preschool education institutions.

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