Preschool teachers’ read-aloud and writing practices were investigated using a questionnaire about how activities were planned and organized, and what their purpose was. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week.

Findings suggest that inviting parents to participate actively in preschool transition may help better engage them in the introduction process, which in turn may positively influence family–teacher relationship-building.