According to the National Curriculum for Early and Preschool Education (2014), one of the eight key competencies is communication innative language. It is realized through the activities of listening, speaking, reading and writing. The educational process is an integral part of every child's life. From the earliest age of a child's life, it is necessary to encourage the development of reading and writing, which will be the basis for the further acquisition of these skills. Preschool institutions are the first form of child's formal upbringing and education, so the role of educators is crucial. From the earliest age, educators need to encourage children to adopt language skills. Language skills are important for further education (school) and enable child's development in many areas. With the right organization of the spatial-material context and cooperation with parents, educators will successfully encourage the development of these skills. The theoretical part of this Master thesis will describe the skills of reading and writing, language (communication) activities of initial reading and writing, preconditions for the development of reading and writing, phonological sensitivity and forms of motivation to encourage skills of reading and writing. Also, the thesis will describe the activity of reading, the development of pre-reading and reading skills and possible difficulties. Furthermore, there will be described the activity of writing, literacy in preschool age, graphomotor exercises that encourage writing skills, methods of Writing dance, as well as difficulties that occur when writing. The environment also plays an important role in encouraging language skills. The influence of the environment is also described in the thesis, as well as the roles of parents and educators in fostering language skills. The theoretical part also includes activities that educators use in their work in order to encourage language skills. In the research part of a thesis, there is a qualitative research that was conducted through a remote survey. The sample consist of ten respondents (N = 10). The respondents were educators from five preschool institutions in the city of Zagreb. The aim of the research was to recognize the role of educators in encouraging language skills. The obtained answers are categorized according to the asked questions.