Greek kindergarten teachers' beliefs and practices in early literacy

Abstract

Abstract This work describes a survey conducted in Syros Island in Greece. The intention was to ascertain kindergarten teachers' perceptions about early literacy and the skills and knowledge they consider as important for pre‐school aged children. The participants were all the kindergarten teachers of the island (N = 19) and the data were collected during a workshop where three groups tried to make a conceptual map of ‘literacy’. The results show that, overall, kindergarten teachers adopt a very broad definition of literacy as communication ability but restrict their practices to phonics instruction. Because this attitude differs significantly from the provisions of the official curriculum, which is based on emergent literacy perspective, it is obvious that due to the lack of specialised education and support the participants prefer a hidden curriculum, which is based on the assumption that mere acquaintance with graphophonemic relations is enough for the initial level of education. The findings of this research show that teachers lack awareness of recent research and pedagogy concerning early literacy development and demonstrate the urgent need for development of specialised educational programmes for in‐service kindergarten teachers.

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