Preschool Literacy Research Articles

Efficacy of indigenous games on literacy and numeracy development in pre-schoolers in Zambia

Efficacy of indigenous games on literacy and numeracy development in pre-schoolers in Zambia

Promoting emergent literacy in preschool through extended discourse: Covert translanguaging in a Mandarin immersion environment

Rich oral language practices, including the opportunity and ability to participate in cognitively and linguistically challenging extended discourse, are foundational to early literacy development. To meet children’s needs in their first exposure to the languages of schooling, educators may engage students in extended discourse multilingually. The current study focuses on student-centered translanguaging conversations to examine strategies that preschool teachers employ to support young children’s emerging bilingual and biliteracy development in a Mandarin immersion preschool serving primarily non-heritage learners of Mandarin in the United States. Findings indicate that, despite the school’s Mandarin-only policy, teachers engaged in covert translanguaging practices to extend and deepen discourse. Specifically, teachers used 13 discourse strategies across two critical areas of schooling: translanguaging for (1) socializing students not just into the Mandarin language but into the norms of schooling; and (2) focusing not just on Mandarin language but also on content area learning. The study concludes with implications for schools and teachers.

Enhancing English alphabet handwriting skills in preschool children through digital game-based learning approach

ABSTRACT Early exposure to preschool literacy skills benefits children’s language development, and the rise of digital learning provides young children access to information and technology devices. This study investigated the effectiveness of using a tablet learning model combined with a Digital Game-Based Learning Approach and applied handwriting skills to enhance preschool children’s English literacy skills. A quasi-experimental design was used with an experimental group of 12 children and a control group of 12 children. Results showed that the experimental group had significantly higher achievement and correctness of shape in English alphabet handwriting and exhibited more active learning behavior. The study suggests that this approach could provide an innovative and engaging platform for young children to develop their language and literacy skills, potentially leading to better educational outcomes.

The Influence of Pre-school Literacy Preparation Studies on Primary School Literacy Instruction

The aim of this study is to determine the impact of literacy preparation activities conducted during the pre-school period on primary school literacy instruction from the perspective of classroom teachers. The design of the study was determined as a case study, which is one of the qualitative research types. The research group was determined through purposive sampling. In order to ensure maximum diversity, interviews were conducted with a total of 14 teachers, consisting of one male and one female from each of Türkiye seven regions. Considering the aim of the study, it was taken into account that teachers should have experience in literacy instruction. Therefore, teachers who had conducted teaching activities in first grade elementary school classrooms for at least three times were included in the study. A semi-structured interview form was used as the data collection tool in the research. The interviews were analyzed using a data analysis software. As a result of the analyses, 4 themes, 13 categories, and 58 codes were identified. According to the findings of the study, the teachers believe that literacy preparation activities conducted during the pre-school period have a positive impact on primary school. It is also among the general opinions of those teachers that literacy preparation activities are more effective and functional in pre-school compared to previous years. The classroom teachers expressed that pre-school teachers should not deviate from the curriculum, and teaching literacy in pre-school may lead to some difficulties in primary school. Finally, the classroom teachers believe that beyond academic skills, imparting social adjustment and self-regulation skills to children during pre-school is more crucial for readiness in primary school.

Using Empirical Information to Prioritize Early Literacy Assessment and Instruction in Preschool and Kindergarten

Early literacy skill development predicts later reading success, and development of skills in specific domains during the preschool years has been established as both a prerequisite and precursory for reading. Early literacy assessments typically include measures of separate skills across domains, and results can assist with determining where instructions may be most needed. When multiple areas of need are identified, understanding which skills to prioritize can be a challenge. Therefore, empirically identifying the relative contribution of each skill measured in preschool to subsequent reading success can promote more efficient systems of assessment. This study, conducted in the United States, examined the predictive validity of early literacy skills measured in preschool compared to skills measured in kindergarten, with a specific practical focus on identifying the most efficient predictive model for understanding reading readiness. Participants were 119 preschoolers (mean age = 66 months) who mostly spoke English as their primary language (79%). Results indicated early literacy and language skills in preschool are highly predictive of early reading in kindergarten, accounting for 59% of the variance in a reading composite score. The most parsimonious model indicated that first sounds, letter sounds, early comprehension, and expressive vocabulary measures adequately explained 52% of the variance in children’s kindergarten reading performance.

초1 한글해득부진아동과 일반아동의 유아기 문해상호작용 프로파일에 따른 문해활동 선호도 및 기초학습능력 차이

The current study aims to categorize the different preschool literacy interaction profiles among first graders with Hangeul acquisition difficulties (HAD) and their typically developing peers. Its objective is to compare the different groups, on their preference for literary activities at age 5 and first grade basic academic skills. Latent profile analyses were executed for 99 dyads of children with HAD and their mothers, and 140 dyads of typically developing children and their mothers. First graders with HAD exhibited 5 different pat-terns of preschool literacy interaction profile: inefficiently passive, passively interactive, quantitatively neutral, qualitatively neutral, and actively interactive. For typically develop-ing first graders, there were 4 patterns: directive-passive, overall average, non-directive-active, and balanced-active. For preference for literary activities, the actively in-teractive group under children with HAD and the balanced-active and nondirective-active groups for typically developing children showed high levels. Regarding basic academic skills, the actively interactive group scored higher than the inefficiently passive and pas-sively interactive groups for children with HAD. On the other hand, typically developing children showed that the nondirective-active group scored higher than the overall average group. Such results provide important suggestions and potential directions for developing education programs for parents or intervention plans for children.

Teacher's practice and perception of the influence of stories during preschool child development: A cross-sectional study from ethnically diverse South Indian city

Stories constitute a significant part of the Indian preschool curriculum due to their various benefits in preschool child development. However, the teachers’ practice of stories and their perception regarding the influence of stories on preschool child development are vital determining factors in the benefit preschoolers receive from stories. The global concern for providing quality education for preschool children necessitates the exploration of teachers’ practices and perceptions; however, such studies in the Indian context, where education is shaped by its multicultural and linguistic diversities, are limited. The present study provides an original contribution to exploring the Indian preschool teachers’ practice of stories and perception of the influence of stories on preschool child development using a developed questionnaire, Teachers’ Practice and Perception of Stories (TPPS). Ninety-six preschool teachers from English medium schools in Mangalore, India, participated in the study. The findings indicated that irrespective of teachers’ demographic variables, they played an active role in telling stories to children and positively believed that stories facilitate speech and language, cognition, literacy, and socio-pragmatic development in preschoolers. The findings broadly apply stories for preschool child development in clinical and school settings.

The Impact of Early Home Learning Environment and Preschool Quality on School-Relevant Language Proficiency in Primary School

ABSTRACT Using data from a longitudinal German large-scale study and structural equation modeling, this study investigated the effects of different dimensions of the early home learning environment (HLE) as well as the effect of language-related preschool quality at the age of 3 to 5 years on students’ later school-relevant language proficiency (as indicated by their school-relevant listening comprehension) in primary school (N = 316; M age in months at Grade 1 = 88.22, SD = 3.98). Results show significant direct effects of both the book exposure at home as well as of the language and literacy-related preschool quality on later school-relevant language proficiency, even when controlling for earlier language skills at preschool entry (age 3/4) and other relevant child (working memory, nonverbal cognitive abilities) and family-related (socioeconomic status) factors. Using child vocabulary and grammar at age 5/6 as mediational variables, the effect of the informal HLE was partially mediated through students’ receptive grammar skills. Our results underline the importance of early stimulating home and preschool literacy environments for students’ school-relevant language proficiency at the start of primary school.

Emergent digital literacy in Chinese preschoolers: developmental patterns and associated predicators

ABSTRACT This study examined the emergence of digital literacy in early childhood among 2272 parents with at least one child under age six in central China. Findings revealed that: (1) there was a significant age difference in early digital literacy, with television literacy emerging first, followed by touchscreen, artificial intelligence, and personal computer literacy. Gender differences were only observed in television literacy; (2) the home location, home income, home digital resource (HDR), and parent’s age significantly correlated with young children’s general emergent digital literacy, while family structure, parent’s education, and occupation had significant correlations with some specific emergent digital literacy; HDR played a mediation role in the relationship between the home context factors and preschoolers’ emergent digital literacy. (3) age of the child, family structure, home income, and HDR significantly contributed to predicting preschoolers’emergent digital literacy. Implications for policy-making and parental education are also addressed.

Preschool Educators’ Perspectives on Dialogic Literacy in Preschoolers

This research delves into the perceptions and expressions of dialogic literacy among preschool teachers, seeking to explore dimensions such as its definition, significance, strategies, assessment methods, and parental involvement. The study engaged a cohort of 15 educators, comprising 10 females and 5 males, selected based on their experience and qualifications in early childhood education. Through semi-structured interviews, these teachers provided rich and detailed insights, forming the basis for a thorough examination of dialogic literacy in the preschool setting. Intentionally diverse, the participant pool included educators from various preschool environments, both public and private, aiming to capture a broad spectrum of perspectives and approaches. This deliberate variation facilitated the exploration of potential disparities in understanding and implementing dialogic literacy across different contexts. Employing a qualitative research approach, the study emphasized semi-structured interviews as the primary method of data collection. The interview questions covered key aspects, including definitions, teacher strategies, classroom activities, assessment methods, and parental engagement. The design aimed to extract comprehensive responses, allowing participants to share their unique perspectives, experiences, and practices related to communicative proficiency in early childhood education. Thematic analysis was applied to categorize and organize the interview data, unveiling common patterns and themes. To enhance the study's reliability, methodologies such as member checking, peer debriefing, and triangulation were employed. The research maintained a strong ethical foundation, prioritizing participant privacy, confidentiality, and voluntary involvement throughout the entire process. The findings present a holistic understanding of dialogic literacy implementation in diverse preschool settings, enriched by the inclusion of educators with a minimum of two years of teaching experience. This study contributes valuable insights to the field of early childhood education, shedding light on the multifaceted nature of dialogic literacy and its versatile application across different educational contexts.

Impact of reading intervention on the phonological awareness of children with autism spectrum disorder: a systematic review and meta-analysis.

To review studies that have intervention in reading with impacts on phonological awareness in children with autism spectrum disorder. Searches took place until February 2021 in Cochrane, Embase, ERIC (Education Resources Information Center), LILACS (Latin American and Caribbean Health Sciences Literature), PubMed/Medline, Scopus, Web of Science and gray literature databases. The review included experimental studies with preschoolers and schoolchildren with ASD. Two independent reviewers selected the studies and, in case of disagreement, a third reviewer was consulted. Joanna Briggs Institute checklists were used for risk of bias. A random effects meta-analysis was performed and the certainty of the evidence was assessed using the GRADE tool. Eight studies with some impact on phonological awareness were reviewed. The risk of bias was low and moderate. The certainty of the evidence was low for randomized trials and very low for non-randomised trials. Comparison of pre- and post-therapy on the Preschool Literacy Test (TOPEL) showed that children with ASD improved phonological awareness, with a mean difference between baseline and post-therapy of 6.21 (95% CI = 3.75-8.67; I2 = 0%). Shared reading and software activities with words and phrases can alter phonological awareness. These results support further research with larger samples and a detailed description of the intervention to observe its effectiveness in phonological awareness.

Preschool Mathematics and Literacy Skills and Educational Attainment in Adolescents Born Preterm and Full Term

To test whether preschool academic skills were associated with educational attainment in adolescence and whether associations differed between individuals born preterm and at full term. This prospective cohort study comprised 6,924 individuals, including N=444 (6.4%) adolescents born preterm (<37 weeks of gestation, mostly 32-36 weeks gestation) from the Avon Longitudinal Study of Parents and Children. Preschool academic (mathematics and literacy) skills were rated by teachers at 4-5 years. Educational attainment at 16 years was informed by attaining a General Certificate of Secondary Education (GCSE) in key subjects Mathematics and English. Logistic regressions assessed the association between preterm birth, preschool mathematics, and GCSE Mathematics, and between preterm birth, preschool literacy, and GCSE English. Similar numbers of adolescents born preterm and at term achieved a GCSE in Mathematics and English (53.6 % vs 57.4% and 59.5% vs 63.9, respectively; p-values>0.05). Higher preschool academic skill scores in mathematics were associated with greater odds of attaining GCSE Mathematics and preschool literacy skills were associated with GCSE English. Adolescents born preterm with higher preschool mathematics (OR 1.51, CI: 1.14, 2.00) and literacy skills (OR 1.57, CI: 1.10, 2.25) were more likely to attain GCSEs in the respective subject than their term-born counterparts with equal levels of preschool skills. Preschool academic skills in mathematics and literacy are associated with educational attainment of preterm and term-born individuals in adolescence. Children born prematurely may benefit more from preschool mathematics and literacy skills for academic and educational success into adolescence than term-born individuals.

Prerequisites for emergent literacy in Swedish preschools

ABSTRACT This study aims to examine preschool literacy practices during observations in Swedish preschools with a focus on environment, read-alouds and emergent writing. The study reported on in this article is based on empirical data from 433 observations in preschools in 80 Swedish municipalities that has been analysed qualitatively and quantitatively. Descriptive analyses have been performed on the quantitative data, and observation notes have been coded and thematically analysed. Five themes were created in the thematic analysis of the qualitative data: differences in accessibility to books, few books in different languages, differences regarding existing reading events, read aloud to calm children, and few existing writing events. The study constitutes an essential basis for knowledge, as well as a prerequisite for future intervention studies and the development of relevant in-service education for preschool teachers. Our conclusion is that there is a considerable lack of equity regarding literacy environments in Swedish preschools.

Impact of an outdoor loose parts play intervention on Nova Scotian preschoolers’ physical literacy: a mixed-methods randomized controlled trial

BackgroundPhysical activity participation among preschoolers in childcare settings are low, and interventions to increase physical activity levels have produced mixed results. The Physical Literacy in the Early Years (PLEY) project implemented a six-month childcare-based outdoor loose parts play intervention in childcare centres in Nova Scotia, Canada. The purpose of this study was to examine the impact of the PLEY project on the development of domains of physical literacy (physical activity, physical competence, confidence and motivation, knowledge and understanding) in preschoolers attending childcare centres using mixed-methods.MethodsPreschoolers (3–5 years) were recruited from 19 childcare centres in Nova Scotia and centres were randomized (parallel design) to the outdoor loose parts play intervention group (n = 11) or control (n = 8) group for 6 months. Participants, early childhood educators, and assessors were not blinded to group assignment. Quantitative and qualitative measures were used to comprehensively assess the impact of the PLEY project on all domains of physical literacy. At 3- and 6-months, early childhood educators participated in focus groups to assess how the intervention supported the development of 4 physical literacy domains: physical activity, physical competence, confidence and motivation, and knowledge and understanding. Physical activity and physical competence were also assessed with accelerometry and the Test of Gross Motor Development-3, respectively.ResultsTwo hundred and nine preschoolers participated in the study (intervention group: n = 115; control group: n = 94). Accelerometer data showed that while baseline physical activity was similar between groups, children in the intervention group had higher physical activity at 3- (F(1,187) = 8.30, p = 0.004) and 6-months (F(1,187) = 9.90, p = 0.002) post-intervention. There was no intervention effect on physical competence scores. Thematic analysis of focus group data revealed that outdoor loose parts play contributed to development in all 4 physical literacy domains, including increased movement repertoires, social development, and enjoyment of physical activity. No adverse events or side effects of the intervention were reported.ConclusionsParticipation in the PLEY project was associated with increased development of various domains of physical literacy and perceived physical literacy among preschoolers, and outdoor loose parts play may be encouraged as an effective strategy to increase physical literacy in early learning settings.Trial registrationBiomed Central (ISRCTN14058106), 20/10/2017.

Global Trends in Preschool Literacy (PL) Based on Bibliometric Analysis: Progress and Prospects

Preschool literacy (PL) is a critical period in the development of children’s literacy skills, which has a significant impact on their reading ability and academic achievement. In this context, there is a fragmentation of knowledge as PL involves different disciplines such as education, psychology, and linguistics. This is despite the existence of a large body of literature on PL. However, many studies focus on specific topics, which makes it difficult for researchers to gain a comprehensive understanding of the current status, research hotspots, and trends in PL research, leaving a knowledge gap. Therefore, this study adopts a quantitative research approach for the literature data between 1992 and 2022 for a period of thirty years. This study used arithmetic in Microsoft Excel and bibliometric visualization tools, including VOSviewer and Biblioshiny. The aim was to analyze the current situation, trends, and future development of literacy at the preschool level, providing a scientific basis for preschool practice and policy development. An analysis was performed on 1208 screened documents from the Scopus database in Excel, resulting in the identification of annual publication trends, the 20 most cited documents, the 15 most productive authors, the top 10 institutions, and the 20 countries with the highest number of publications. Visual collaborative networks and co-occurrence analysis maps via VOSviewer and Bibliometrix were also conducted. The study found that the number of research papers published on PL has shown a steadily increasing trend, that the United States is a pioneer in the field of preschool literacy and is increasingly collaborating and researching with other countries, and that international connections are growing between publications and authors. Furthermore, preschool institutions, teachers, and families have positive attitudes towards preschool literacy, as reflected in theoretical research, teaching practice, and sustainable knowledge construction. Meanwhile, the findings of this study also revealed that new PL research has been extended to emerging literacy skills, family-based literacy models, and literacy intervention models. Future researchers can benefit from this study by increasing collaborative research that can sustainably add to the body of knowledge and improving the sustainability of PL.

Relationship Between Numeracy and Vocabulary Skills in Indonesian Preschool Children and the Impacts of Learning Environments.

Although many studies on early childhood have been conducted, there is still a need for further research on numeracy and vocabulary skills, particularly in Indonesia. This research aims to confirm the correlation between numeracy and vocabulary skills in preschool children and to disentangle the effects of environmental factors on both numeracy and vocabulary skills. This research was conducted at Early Childhood Education and Care (ECEC) in the Jatinangor district and followed the principle of simple random sampling. Children were given numeracy and vocabulary tests, parents were asked to fill out a questionnaire about sociodemographic aspects and the learning environment in their homes, and teachers were asked to fill out a questionnaire about preschool activities concerning numeracy and vocabulary. Data were analyzed using a structural equation model with numeracy and vocabulary as outcome variables. Covariates such as age, gender and social status were also included in the model. The results of this study show that numeracy is closely linked to vocabulary skills and that only a specific preschool activity can explain the variance of numeracy. On the other hand, both home numeracy activities and a specific preschool literacy activity are significant predictors of vocabulary skills.

Alfabetização Científica na Educação Infantil: experiência em uma escola do campo em tempos de pandemia

O presente estudo analisou a implementação de um conjunto de atividades na Educação Infantil, baseadas na metodologia das Ilhas de Racionalidade (Fourez, 1997). A pesquisa, de caráter qualitativo, realizou-se de forma remota em duas turmas de Pré-Escola em uma escola do campo no município de São Gabriel/RS, durante o ano de 2020. Foram utilizadas diferentes estratégias metodológicas, tais como: desenhos, observação do entorno de suas casas, da paisagem local, entrevistas com familiares, escuta de rádio, elaboração de poemas e produção de maquetes. Os dados são apresentados segundo três categorias: i) Reflexões acerca do trabalho remoto na Escola do Campo; ii) A metodologia IIR na Educação Infantil e iii) Alfabetização Científica na Pré-escola. O trabalho remoto trouxe alguns desafios, em especial na Educação Infantil, considerando a necessidade de interação entre os sujeitos e mediação do professor. Verificou-se que a aprendizagem ocorreu em outros espaços e tempos, principalmente na interação com os familiares e na observação dos ambientes sociais e naturais do seu entorno, sendo importantes para a construção da identidade do sujeito do campo e a valorização das culturas e dos saberes locais. A utilização da metodologia das IIR desde a Educação Infantil vai ao encontro dos Campos de Experiência sinalizados pela Base Nacional Comum Curricular (Brasil, 2017). Conclui-se que algumas habilidades relacionadas à Alfabetização Científica, como a autonomia, o domínio e a comunicação, podem ser alcançadas com o desenvolvimento de uma IIR na Pré-escola, mesmo que de forma remota. Palavras-chave: pré-escola, projeto interdisciplinar, ensino remoto. Scientific Literacy in Childhood Education: experience in a countryside school in times of pandemic ABSTRACT. The present study analyzed the implementation of a set of activities in Early Childhood Education, based on the methodology of the Islands of Rationality (Fourez, 1997). The qualitative research was carried out remotely in two Pre-School classes in a rural school in the city of São Gabriel/RS, during the year 2020. Different methodological strategies were used, such as drawings, observation of the surroundings of their homes, the local landscape, interviews with family members, listening to the radio, writing poems, and producing models. Data are presented according to three categories: i) Reflections on remote work at Escola do Campo; ii) The IIR methodology in Early Childhood Education and iii) Scientific Literacy in Preschool. Remote work brought some challenges, especially in Early Childhood Education, considering the need for interaction between subjects and teacher mediation. It was found that learning took place in other spaces and times, mainly in the interaction with family members and in the observation of the social and natural environments of their surroundings, being important for the construction of the identity of the subject of the countryside and the appreciation of cultures and knowledge. locations. The use of the IIR methodology in Early Childhood Education is in line with the Experience Fields signaled by the National Curricular Common Base (Brasil, 2017). It is concluded that some skills related to Scientific Literacy, such as autonomy, mastery, and communication can be achieved with the development of an IIR in Preschool, even if remotely. Keywords: preschool, interdisciplinary project, remote learning. Alfabetización Científica en Educación Infantil: experiencia en una escuela rural en tiempos de pandemia RESUMEN. El presente estudio analizó la implementación de un conjunto de actividades en Educación Infantil, a partir de la metodología de las Islas de la Racionalidad (Fourez, 1997). La investigación cualitativa se realizó de forma remota en dos clases de preescolar en una escuela rural en la ciudad de São Gabriel/RS, durante el año 2020. Se utilizaron diferentes estrategias metodológicas, tales como: dibujos, observación de los alrededores de sus casas, el paisaje local, entrevistas con familiares, escuchar la radio, escribir poemas y producir maquetas. Los datos se presentan según tres categorías: i) Reflexiones sobre el trabajo a distancia en la Escola do Campo; ii) La metodología IIR en Educación Infantil y iii) Alfabetización Científica en Preescolar. El trabajo a distancia trajo algunos desafíos, especialmente en Educación Infantil, considerando la necesidad de interacción entre sujetos y mediación docente. Se encontró que el aprendizaje se dio en otros espacios y tiempos, principalmente en la interacción con los miembros de la familia y en la observación de los ambientes sociales y naturales de su entorno, siendo importante para la construcción de la identidad del sujeto del campo y la apreciación de las culturas y los conocimientos. El uso de la metodología IIR desde la Educación Infantil está en línea con los Campos de Experiencia señalados por la Base Común Curricular Nacional (Brasil, 2017). Se concluye que algunas habilidades relacionadas con la Alfabetización Científica, como la autonomía, el dominio y la comunicación, se pueden lograr con el desarrollo de un IIR en Preescolar, aunque sea a distancia. Palabras clave: preescolar, proyecto interdisciplinario, enseñanza a distancia.

Rozvoj digitálnej gramotnosti detí prostredníctvom hry

The article focuses on the development of digital literacy in preschool and younger school age through game. In the introduction, it briefly defines the concept of digital literacy and introduces the educational objectives related to the development of digital literacy in pre-primary and primary education in the Slovak and Czech Republics. It also presents suggestions for the development of different areas of digital literacy through play and accessible toys.

The Ecology of Early Development: Fathers’ Home Involvement and Child’s Later Educational Outcomes

This study examined the relationship between young children’s cognitive development and fathers’ engagement in early childhood. The study examined fathers’ home engagement patterns based on literacy, play, and caregiving activities when their children were 9-month-old and these patterns of engagement in 9-month-old were related to children’s cognitive development in preschool. Latent class analysis (LCA) procedure was used to create subgroups/classes of fathers based on their actual engagement. The study employed multiple data sources from Early Childhood Longitudinal Study-Birth Cohort (ECLS-B). The data sources include a self-administered resident father survey, direct child assessment, and parent interviews. The results of the study suggested that there were five distinct classes of fathers based on their actual engagement. A total of 6.200 fathers were included in the analysis to create father classes. In the regression analysis, a total 0f 4.800 children were included. Although father classes were mostly similar, there were two distinct father classes with different actual engagement patterns based on child’s gender. Although, the class of fathers with the highest likelihood of engaging their infant girls had a negative effect on girls’ literacy and mathematics scale score in preschool, the results regarding children’s later educational outcomes were mixed.

Formation of knowledge in field of dental literacy in preschool and school-age children: methodological aspect

Introduction. Dental diseases in children are a serious public health problem. At the same time, many of&#x0D; them are preventable through preventive work based on the formation and consolidation of knowledge and&#x0D; skills in oral care in early childhood. The purpose of the work is to consider the methodological features of&#x0D; the organization of educational activities among preschool and school-age children aimed at the formation&#x0D; of dental literacy and skills of proper oral care.&#x0D; Materials and methods. The features of methodological approaches to the organization of educational&#x0D; activities among preschool and school-age children on dental literacy and oral care have been studied by&#x0D; generalizing the data available in the scientific literature on the topic of dental literacy of the population. To&#x0D; identify the factors and consequences of the formation and maintenance of oral care practices, the method&#x0D; of causal relationship analysis was applied.&#x0D; Results. The study showed that the knowledge and skills in the field of dental health should begin to&#x0D; be formed from preschool age. Age features determine methodological approaches to the organization of&#x0D; training events and conducting classes with preschoolers and schoolchildren, require the participation of&#x0D; teachers and parents in the process of forming oral care skills, etc.