The pre-skills of reading and writing are a necessary prerequisite for the development of the reading and writing skills that a child masters in school. Their development starts from the child's earliest age. Activities and content related to the development of early reading and writing skills are not necessarily carried out only in the early reading and writing center, but are also equally represented in all other living room centers for early and preschool age children, and they are acquired unconsciously, through play. A stimulating environment greatly contributes to the overall child's development, including the development of reading and writing pre-skills. Thanks to modern learning methods, such as the Brain Gym method and the Write Dance method, children are enabled to learn at the fun and simple way through play, while stimulating brain development. In addition to the dominant pedagogical concept, in early and preschool education in Croatia, it is possible to work with alternative pedagogical concepts. One of the most represented alternative pedagogical concepts is Montessori, and it is implemented in Montessori kindergartens or as a special program in regular educational institutions. The aim of this thesis is to see the importance of reading and writing pre-skills in the child's development and to show their features and contributions in working with early and preschool age children. For the purpose of writing this paper was conducted qualitative research using the interview method on the sample of five early childhood and preschool teachers. The conducted research confirmed that in practice preschool teachers pay a lot of attention to this area. The results of the conducted research also showed the willingness of preschool teachers to improve, learn and apply elements of various pedagogical concepts in their work in order to provide children with as many ways as possible to develop initial literacy. Furthermore, the results confirm that preschool teachers perceive the importance of initial reading and writing skills and that they are aware of their role in the development of initial literacy, highlighting the role of a provider of materials and the role of a speech-language model.