Belgrade : Faculty of Philosophy, University of Belgrade
Abstract
This study aims at defining the similarities and differences related to emergent literacy
policies and practices in European transparent orthographic systems. The sample
included data from 9 European countries: PISA 2018 Level 3: Estonia, Finland, Slovenia,
PISA 2018 Level 2 high score: Croatia, Hungary, Italy, PISA 2018 Level 2 lower
score: Greece, Romania, Serbia. ECEC systems were compared based on the following
variables: general ECEC framework; increasing participation, inclusion and equity; improving
quality of teaching; creating a literature environment. Regarding differences
between Level 2 and Level 3 countries, one of the key findings is that the percentage of
children participating in ECEC is higher in Level 3 countries, mainly due to the accessibility
of ECEC services and the low number of children per ECEC teacher. Estonia and
Finland have the most elaborate model of transition programmes between preschool
and schools. Speech therapy or another language/ communication support is available
more in Level 3 countries than Level 2 countries. ECEC teachers in Level 3 countries
have more hours invested in professional development than Level 2 countries. However,
several areas should be improved in Level 2 and Level 3 countries, especially for
Increasing participation, inclusion and equity. The main difference is observed at the
level of systemic support of the programmes for creating a literature environment at the
national level. In Level 3 countries, government plays a substantial role in creating a cultural
environment for emergent literacy development and continuous financial support.Book of abstracts: SIG 10, 21 & 25 Conference 202