In the paper On initial reading and writing from the perspective of preschool teachers, the importance of initial reading and writing of preschool children and the development of prereading and pre-writing skills in kindergarten is emphasized. Given that children spend at least a year in kindergarten before school, and often stay in that educational institution for years, preschool teachers bear a large part of the responsibility for encouraging early literacy. With their competences and adequate approach, they offer children quality methodical activities, directing them to reading and writing, encouraging their natural motivation. Either through active listening while being read to, or through play and offered activities, the child acquires the rules and characteristics of language, and in this paper we focused on the reading and writing segment. The theoretical part of the work covers the predictable development of awareness of language and the written word, which leads to development of pre-reading and pre-writing skills. A survey was also carried out, the aim of which was to examine the opinions and attitudes of educators on the mentioned topic. Preschool educators in the Republic of Croatia (N=46) were surveyed, and the questionnaire was completed online. Based on the answers received, it is clear that preschool teachers are aware of the importance of initial reading and writing, willingly encourage them in their development, and are ready to improve their knowledge through professional training