PEDAGOGICAL APPROACHES TO DEVELOPING THE FOUNDATIONS OF EARLY LITERACY IN FIRST GRADE SCHOOL STUDENTS

Abstract

The article presents pedagogical approaches to the development of the basics of early literacy in first-graders, systematized within the framework of the "Development of early literacy in first-graders: a technological aspect" monographic study. Both global and domestic measures of early literacy are considered, including the role of reading skills in this process. Particular attention is paid to the importance of international studies, such as PIRLS, PISA and TIMSS, which assess the level of educational attainment of schoolchildren. The State Program for the Development of Education of the Republic of Kazakhstan for 2020–2025 emphasizes the need for Kazakhstani schoolchildren to participate in these studies. The relevance of this issue stems from the fact that early literacy serves as the foundation for successful learning and the comprehensive development of a child’s personality. In the context of a modern educational environment that demands adaptation to new standards and digital technologies, the ability to read, comprehend, and apply information becomes a key factor for successful socialization. The experimental part of the study involved 640 first-graders in Aktobe. To assess the psychological state, the methodology of T.A. Nezhnova for studying the internal position of schoolchildren, M.R. Ginzburg's method for analyzing motivation for learning, and A.M. Prikhozhan's projective method for diagnosing the level of school anxiety. The study resulted in development of a system of concepts for the "early literacy", the results of pedagogical diagnostics, as well as practical recommendations for teachers and parents.