Analysis of National and International Experiences in Preparing Children of Senior Preschool Groups for Literacy Learning in Preschool Educational Organizations

This article analyzes national and international experiences in preparing children of senior preschool groups for literacy learning in preschool educational organizations. The study examines the pedagogical, psychological, and organizational factors that influence children's readiness for literacy acquisition before entering primary school. Particular attention is given to the role of literacy-rich environments, family involvement, early identification of literacy difficulties, structured preschool programs, and parent–child interactions in supporting language and literacy development. The analysis is based on a critical review of contemporary studies conducted in different educational contexts, including research on school readiness, early childhood intervention programs, literacy screening, and family-centered approaches. The findings indicate that successful preparation for literacy learning requires a comprehensive and integrated system involving educators, families, and educational institutions. Furthermore, the reviewed studies demonstrate that high-quality preschool programs contribute not only to literacy achievement but also to broader cognitive, social, and emotional development. The article concludes that effective literacy preparation should combine evidence-based instructional practices, equitable access to educational resources, culturally responsive approaches, and active family engagement. These findings may serve as a theoretical and practical foundation for improving preschool literacy preparation programs in both national and international educational settings.