This paper investigates the field of methodical approach to the initial writing of preschool children in a way that takes into account the key elements of literacy and numeracy, the development process of writing skills as well as the role of graphomotor skills. „Methodical approach to determine the content of teaching implies respect for the knowledge of the parent science/parent sciences (with respect for gradualness, systematicity, relevance (purposefulness)) and other educational sciences (psychology, philosophy, sociology, pedagogy with didactics). This assumption is based on the previous scientific determination of the methodology (of the Croatian language).“ (Kolar Billege, 2020, p. 43).The experiences and practices of three different countries – Slovenia, Sweden and the United States of America – are also analyzed, which broadens the perspective and leads to the improvement of pedagogical practice. The research methodology includes the opinions and approaches of 64 interviewed preschool teachers in the field of teaching writing to preschool children. The conclusions indicate the complexity of the process of initial writing and emphasize the awareness of preschool teachers about the importance of play and the natural and spontaneous acquisition of literacy. The majority of preschool teachers do not advocate the inclusion of writing letters in the program of preschool institutions, while there are different opinions regarding the issue of knowing upper and lower case letters before starting elementary school. Graphomotor exercises stand out as important preparatory activities for acquiring the skill of writing. Also, the need for aditional education of preschool teachers stands out as an important factor. By combining knowledge from literature and research, we come to the conclusion that preschool teacher education and innovative approaches are key to the development of early literacy in preschool children as well as to the improvement of pedagogical practice.