Uticaj prepoznavanja logotipa na razvoj čitalačkih sposobnosti kod predškolske dece

Abstract

This paper examines and analyzes the possibility of integrative use of brand logos while developing reading skills in preschool children. Taking into account the understanding of literacy as a phenomenon that is taking place in an interaction of an individual and social environment, in which are brand inscriptions also incorporated, we conducted research that included five children aged 4-6 years, of different reading skills development level. It was conducted through three phases: 1) an entrance test, 2) three letter introduction and reading training games, and 3) an exit test. Research had proven that brand logos-based games help letter learning and children's reading abilities developing. It had been concluded that certain factors facilitate the process of letter learning: prior logos knowledge, visual logos designs, and the repetition of letter examples. At the same time, the results indicated that certain factors make the learning process more difficult: the exposure to visually similar letters and the exposure to a larger number of new, unknown letters in a short period, the use of cursive letters, etc. Lastly, methodological implications in working on the development of preschoolers' reading skills had been established: this paper emphasizes the need to integrate prior knowledge of logos, as well as visually remarkable inscriptions, etc.