Literacy is one of the most important competencies that children should acquire because it is a cultural tool that lays the foundation for school success and knowledge aquisition. Experts assert that very important, in literacy development, is to focus on the early years of a child's life, that is, the period of early literacy, which goes before the formal education and automation of reading and writing. The aim of this study is to examine the level of knowledge related to early literacy of a five and six year old children, and test whether there are differences between these groups. Early literacy skills were tested by material which was integrated for this study - Questionnaire for the assessment of early literacy and the tasks of PredČiP test that examined phonological awareness. The integrated material was divided into sections that test knowledge related to the concept of print, letter naming, emergent reading and writing, tracing and phonological awareness.The results show that these two groups differ significantly on integrated material. Six year old children achieve better results, which means that there is progress in terms of age. These two groups differ significantly in knowledge about concept about print, letter naming and phonological awareness, while they don't significantly differ in emerging reading and writing and tracing. Both groups are most successful in tracing, while five year old children are at least successful in letter naming, and six year old in emerging reading and writing This study, although based on a small sample, brings partial insight into the skill levels of early literacy and is focused on encouraging further studies of this area.