ABSTRACT Within the Croatian educational system, the school readiness programme is defined by the obligation of attending a pre-school curriculum in the year before school. Besides facilitating the transition into school, the programme also focuses on the development of early literacy skills, where play has a significant role. Therefore, the purpose of this study is to analyse the types of play being applied during this pre-school programme. Forty-two future educators (third-year students) and eight early childhood educators participated in the study. Qualitative methodology was used in the analysis of the students’ written preparation within the course Language-Communication Integrated Curriculum. It was found that most students independently developed incentives and use different types of play in their planning. Quantitative methodology was used to analyse collected data from observing educators enaging through different types of play, and similar results were determined. These findings suggest a positive impact on the development of early literacy skills and children's well-being. Since the different play activities did not carry equal elements of early literacy, the study has strong implications for the modification of educators’ study programmes in Croatia.

中文翻译：

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通过克罗地亚的比赛与识字相关的入学准备

摘要在克罗地亚的教育体系中，入学准备计划的定义是在上学前一年参加学前课程的义务。除了促进向学校的过渡，该计划还着重于早期识字技能的发展，其中扮演重要角色。因此，本研究的目的是分析在学前课程中应用的游戏类型。未来有42位教育者（三年级学生）和8位幼儿教育者参加了这项研究。定性方法被用于分析语言交流综合课程中学生的书面准备。结果发现，大多数学生独立制定激励措施，并在计划中使用不同类型的游戏。定量方法学用于分析观察者从不同类型的游戏中逐出的收集数据，并确定了相似的结果。这些发现表明对早期识字能力和儿童福祉的发展有积极影响。由于不同的游戏活动没有早期识字的平等要素，因此这项研究对修改克罗地亚的教育者的学习计划具有重要意义。