Abstract
ABSTRACTThis work describes a questionnaire survey conducted in a county in central Portugal. The intention was to ascertain preschool teachers’ opinions about early literacy development and its place in preschool education, and to investigate the skills and knowledge seen by teachers as important for early reading and writing development.The results show that, overall, teachers regard preschool education as important for future literacy acquisition, but the majority do not think that early literacy activities should always be part of the preschool curriculum. Concerning the skills that they perceive as important in terms of literacy development, greater emphasis was attributed to verbal, perceptual (auditory and visual) and fine motor skills. Letter/sound knowledge and phonological awareness were considered the least important. Various inferences are drawn, and recommendations for future policy decisions are offered.
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