Educators' functional literacy
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This article is about the problem of adults' functional literacy. It's about functional literacy in certain groups of adults: the future educators (ie. 2nd year students of Preschool Education Programme, further on called group A) and educators in kindergartens or in the first class of nine year primary school programme (also part- time students of third year Preschool Education Programme, further on called group B). The article consists of two sections. In the first section the idea of literacy is defined; this idea has been changing according to the needs and requirements of the society of the time. Then the authoress writes about the significance of communication activities for successful development of literacy, about the types of literacy and about the methods of assessing or measuring, respectively, the functional literacy. The second section shows the results of the research work, in which she compared functional literacy of group A and group B. The article is concluded by findings, one of them being of utmost significance: efficient development of functional literacy (in the pre-school period it's the so called emergent or pre-school literacy) is not possible without a functionally literate educator. The emergent literacy is the first and basic step, leading to efficient functional literacy in adults.
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