Early literacy skills need to be developed even before the start of formal education, as early as in the kindergarten age. This paper presents an explanation of the term “early literacy” and of all its aspects which can be developed primarily by parents and kindergarten teachers. Furthermore, a short overview is presented of a child’s language development, from birth to school age. Knowledge of the child’s development possibilities forms the basis on which kindergarten teachers can stimulate development of early literacy, depending on the child’s age. The richness and diversity of materials, the approaches of kindergarten teachers and parents acting as models, as well as the overall social environment will contribute to development of early literacy. This paper depicts examples of activities which contribute to the development of phonological awareness and vocabulary, which encourage children to tell stories and help them to become aware of the phoneme-grapheme relationships. Each example is supported by photographs illustrating activities conducted at the Ivana Brlić-Mažuranić Kindergarten during the 2017/2018 pedagogic year. Materials for the implementation of activities presented were created by the author of this diploma thesis.