Lipnická, Milena2025-09-052025-09-052025979-12-80225-85-62384-9509https://doi.org/10.26352/L625_2384-9509https://repo.umb.sk/handle/123456789/777In: 15th International Conference The Future of Education : conference proceedings : hybrid edition. 1. vyd. Bologna : Filodiritto Publisher, 2025. ISBN 979-12-80225-85-6. ISSN 2384-9509. Pp. 810-817.The aim of this work is to describe and interpret children's ideas about the concepts of reading, writing, and arithmetic using a qualitative approach. Phenomenological analysis made it possible to identify and describe themes that are typical of ideas about the meaning of the concepts of reading, writing, and arithmetic in a selected group of children (Koutná Kostínková and Čermák, 2013). In individual interviews, eight children aged five to six answered the following questions: descriptive "What is it?", applicative "What is it for?", evaluative "What would happen if it weren't there?" and a question about the source of knowledge "How do you know that?". The questions were clarified and developed in the interviews to reveal the unique experiences of the children as much as possible (Babiaková, 2019). The transcripts of the interviews were analyzed by first formulating themes for each child individually and then for the whole group. Based on the gradual discovery of relationships and their graphical representation, groups of themes were created. The overarching themes of the concept of reading were books, fairy tales, learning, and wisdom. For the concept of writing, it was writing names and words, and for the concept of counting, it was counting something and writing numbers. Children most often associated the processes of writing, reading, and counting with family, seeking knowledge, and practical activities that use them. Conceptualizations suggest that children talked about these processes based on sensory and practical experiences (Bloom, 2015). These findings may be useful in adapting preschool education content to children's conceptual ideas, experiences, and abilities.en© vydavateľinfo:eu-repo/semantics/openAccessdetské prekonceptychildren's preconceptionsfenomenologická analýzaphenomenological analysisčitateľská gramotnosťreading literacyreaders' literacyčítaniereadingpísaniewritingpočítaniecountingArticle