Archives

  • Early Literacy and the Development of Reading Skills
    Vol. 9 No. 1 (2025)

    The thematic issue focused on the areas of emergent literacy and the development of reading skills in the context of early and primary education. Contributions addressing both theoretical foundations and research findings, as well as practical experiences from educational practice aimed at supporting children’s reading and developing pre-reading and reading competences, were welcomed. The issue was open to all authors engaged in the field of educational literacies and was linked to the professional conference Early Reading: I Read and Become a Reader, which took place on 25 September 2024 at the Faculty of Education, Charles University. Authors who had presented at the conference were warmly invited to elaborate on their contributions in the form of scholarly articles.

  • Music Education in the 21st Century: Approaches and Challenges
    Vol. 8 No. 3 (2024)

    The third issue of the eighth volume of the journal Literacy, Preliteracy, and Education focuses on the topic of music literacy and its significance for cognitive, emotional, and social development. This issue presents interdisciplinary approaches to music education, including the connection between neuroscience research and music pedagogy, the development of pedagogical competencies for music teachers, and the exploration of the role of movement in music education and choral singing. Contributors also discuss the importance of singing in music education for the development of children's communication skills. Additionally, the issue includes reports from international conferences that focus on choral art, music education research, and practice. There is also a review of a publication on creativity in music education, highlighting its importance and practical applications in pedagogical methods.

  • Varia - open issue
    Vol. 8 No. 2 (2024)

    The call for this issue was open to all authors who addressed a broad spectrum of topics related to literacies and their development in children, pupils, and students across various educational levels and settings. Contributions included theoretical studies, empirical research, methodological reflections, as well as practical experiences in the fields of literacies and pre-literacies, particularly in the context of developing key competencies, supporting inclusive education, and implementing innovative approaches to teaching and learning. The aim of this open issue was to provide a platform for sharing knowledge and insights that contributed to a deeper understanding and promotion of literacy development in diverse educational contexts.

  • The Role of the Teacher in Developing Digital Competencies
    Vol. 8 No. 1 (2024)

    The call for papers for this issue was thematically focused on the role of teachers in developing digital competencies across all levels of education (from pre-primary to tertiary). In recent years, the development of students’ digital literacy had resonated strongly within educational practice as well as across various educational institutions and disciplines. This trend was further supported by the introduction of a new key competence—digital competence—into curricular documents.

    For teachers of any subject, discipline, or educational level, this represented not only an opportunity but also a necessity to implement changes in teaching and lesson preparation, to monitor technological trends, and, in some cases, to revise the very content of education. Closely related to these developments was the need to provide support for teachers at multiple levels, ranging from the school level to the state level.

  • Literacy Development - varia
    Vol. 7 No. 3 (2023)

    The call for the third issue was open to all authors dedicated to the field of initial reading. Authors were able to publish papers that they had presented at the conference Initial Reading: I Read and Become a Reader (Paths Linking Research and Practice), held on September 21, 2022, at the Faculty of Education, Charles University. Papers also addressed topics such as didactic aspects of reading and writing, challenges in the development of literacy skills, activities of schools and organizations to promote reading and readership, pre-literacy and its support, the development and support of reading literacy and pre-literacy, as well as diagnostic materials and resources for teachers’ work. The call was likewise open to other authors dedicated to the areas of reading literacy and pre-literacy.

  • Literacy and preliteracy - developing literacy skills
    Vol. 7 No. 2 (2023)

    The call for papers for the second issue was open to all authors engaged in the field of early reading. Contributions were also welcomed from authors who presented their work at the conference Early Reading: I Read and Become a Reader (Bridging Research and Practice), held on September 21, 2022, at the Faculty of Education, Charles University. Submissions could address a variety of topics, including didactic aspects of reading and writing, challenges in the development of literacy skills, school and organizational activities supporting reading and readership, early literacy and its support, the development and promotion of reading literacy and early literacy, as well as diagnostic materials and resources for teachers. The call was, of course, also open to other researchers and practitioners working in the areas of reading literacy and early literacy.

  • Students with special educational needs in the educational context
    Vol. 7 No. 1 (2023)

    The call for papers for the first issue of the seventh volume (2023) was thematically focused on children, pupils, and students with special educational needs as well as gifted learners across all levels of education (from pre-primary to tertiary). In recent years, the topic of inclusive education within the mainstream educational system has undoubtedly resonated throughout society, the political sphere, and, most notably, within educational institutions. For this reason, the first thematic issue of the journal in 2023 was dedicated specifically to this topic.

    The editorial board welcomed contributions that explored the challenges of inclusive education, as well as solutions and support provided to various stakeholders—children, pupils, and students with special educational needs and giftedness, their parents, and teachers. Submissions were invited in the form of research studies, reflections on methodological approaches, analytical reports, and informational articles addressing this theme.