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During the fall of 2015, Sweden had the biggest incoming refugee wave since 19921, where more than 80 0002 people searched refuge in Sweden, unfortunately it will not be the last. Using 2015 as a case study, I explore the question: Can visual language facilitate entry into Swedish society for preliterate? Preliterate tends to be set aside in many situations like in 2015. There have been several debates and claims on improving the happenings of 2015, but how come that no one has taken preliterate into consideration? How can we in modern society adjust to this quite huge new group of people? How can we make the entry in to society more ef cient, and how can we provide important information for preliterate – is visual language the answer? To answer these questions, I have collaborated with Merit utbildning Malmö AB (Merit AB), a company that through various assignments like SFI (Swedish for immigrants) and Stöd och matchning (Vocational support, skills and employment matching services), helps newly arrived to nd their place in Swedish society. They allowed me to conduct several workshops with their students, this to ensure that the end result would be by the target group and for the target group. The workshops were primarily based on metadesign methods like 5 levels of storytelling and Designing miracles. After conducting several workshops with both research groups (focus group and reference group), the experience taught me to trust in the process and take a step back as a designer, and let the participants, design the result. The process concluded in an app called Welcome to Sweden, whose content is re ected at Malmö Central Station. While designing the app, the methods to reach out to preliterate were taken in to account. The information is provided in visual language as well as audio, and translated into the most common languages of those who came to Sweden 2015. The app is not the whole solution to the problematics, but my studies show that it would work better for many more in the target group and, in particular, information provided in this way would be more appropriate for the target group preliterate.

This thesis is in its theoretical part focusing on reading literacy, reading pre-literacy, projects to promote literacy in the Czech Republic and reading corner in kindergarten.The research is based on qualitative research using a strategy of multiple case studies of purposely chosen kindergartens and methods of observation, interviews and content analysis.The aim of this research was to determine how and for what purpose the reading corner in kindergartens is used. The basic research questions are: How the reading corners help in the development of reading literacy in kindergartens, specific research questions elaborate it as follows: How can reading corner be equipped in kindergarten; how kindergarten schools receive books and magazines; how well do they know today's market offerings; what activities are implemented in reading corner in kindergarten; what led the teacher / director to create a reading corner; how does children feel about the reading corner themselves. The results showed a diverse approach to the phenomenon of kindergarten reading corner. Kindergartens agreed on the positive impact of reading corners on the development of reading pre-literacy of girls and boys, especially in the case of free children's games, as well as in controlled activities. We can indicate a weak spot in a lack of...

This diploma thesis focuses on improving reading literacy in preschool children in cooperation between family and kindergarten. The theoretical part is devoted to the concept of a preschool child, taking into account his psychological development, the cooperation of the kindergarten with the family, family itself, reading literacy and methods of its development. Through action research, the practical part focuses on mapping parents' work with children at home using intervention activities to improve parents' understanding of book working methods and the use of reading strategies that help building a positive relationship with books and improve text comprehension, and then evaluate the impact of these activities on parents and their effort to stimulate reading in children. The proposed lessons devoted to the development of reading literacy were implemented with children in the presence of their parents and the aim was to show the possibilities of working with a book through specific activities that will help building interest in books and comprehension of the read text. Due to the implementation of five lessons, progress has been made, which can be recognized from the reflective questionnaires that were completed before and after the lessons. The information from the questionnaires is gathered into...

This diploma thesis focuses on the support of reading preliteracy in preparatory classes. The theoretical part discusses literacy in general, reading literacy as its key domain and literacy as preparation for acquiring knowledge. The support role of family and preschool is defined. Further this thesis discusses preparatory classes, school maturity of pre-school children and postponement of compulsory school attendance as an indicator for admission to preparatory classes. The aim of this research was to find out how teachers support reading literacy in preparatory classes. Data was obtained through semi-structured interviews with teachers of preparatory classes for the school year 2017/2018. The research questions focused on the population of preparatory classes, methods and practices of teachers to support reading literacy, collaboration with other professionals and organizations supporting reading literacy and the tools used in teaching. The experiences of teachers of preparatory classes show that the respondents are interested in reading literacy and are knowledgeable in this issue. The educators are initiative during the classes and reading literacy is highly valued. It is considered to be of great importance mainly for the successful continuation of the pupils in education and school...

This diploma thesis focuses on the issues of thought and speech development in the area of reading preliteracy of preschool children. The thesis is divided into theoretical and empirical parts. The theoretical part is devoted to the issues of reading preliteracy, thought and speech development in the area of reading preliteracy, drawing attention to the risk of developing specific learning disabilities and discusses the impact of pre-school institutions on children. The empirical part is compiled based on this knowledge. The aim of the empirical part is to map the level of reading preliteracy in children aged 5 - 6 in Humpolec. Specific research questions investigate the preliteracy teaching skills of kindergarten teachers, as well as the way how teachers develop these reading skills and a range of tests for the subsequent evalution of reading preliteracy levels of children. The empirical part of the thesis combines two methods of data acquisition, questionnaire surveys and observation of children during the performance of tasks in the tests. There was a relatively good level of reading preliteracy among children aged 5 - 6, but with large individual differences among children. KEYWORDS children of preschool age, reader preliteracy, thought, speech, vocabulary, memory, attention

The diploma work is focused on the development of prosocial behaviour in a kindergarten by means of reader's preliteracy. The theoretical part clarifies the terms related to the issues of the development of prosocial behaviour in a kindergarten, reader's literacy and preliterasy. It as well briefly describes the differences between heterogeneous and homogenous structure of the classroom in a kindergarten arranged according to the age and deals with the kindergarten as well as the classroom climate. The aim of the practical part was to describe in what matter the particular kindergarten develops pro-social behaviour of children with the support of reader's preliteracy. During the whole school year there were particular activities established and consequently implemented into an age-heterogeneous classroom located in a one-classroom kindergarten and upon consequent reflexion and feedback the activities were further provided with a possibility to work further with a given activity. To gain the reflexion and feedback the methods of interviews, monitoring and self-reflexion were used. Children participating in the activities kept developing their prosocial behaviour and attitude to reading. After studying specialised literature a questionnaire for the research within the practical part was designed for...