This paper provides a brief overview of activities that can be used to encourage a child's pre-reading skills. First, an overview of children’s language development from birth up until the end of their preschool education is given. An overview of the development of early literacy is also given according to the skills it encompasses. Prereading skills are explained through all the aspects of how they are encouraged and developed. In order for these skills to be developed in a quality way, the conditions for their development need to be met. Therefore, this paper describes the external and internal preconditions for the development of reading. In addition to these prerequisites, the environment plays an important role. The environment includes not only the institution of early childhood education but also caregivers. Given that difficulties may arise in the development of language and speech, the paper also touches on the prevention of language, speech and communication disorders. Since playing is children’s natural way of learning, it is presented here as a means of encouraging the development of pre-reading skills. The practical work that the paper covers was performed in the kindergarten "Dječji svijet" in Varaždin. Activities were conducted which were intended to encourage pre-reading skills in a group of children aged 5 to 6 years and a group of children aged 6 to 7 years. The aim of the paper was to study the level of the children’s awareness of written language. It was concluded that most children successfully master the tasks and display language skills expected of children their age.