ABSTRACT
There is a tension regarding what quality implies in preschool education. The debate has lead to different approaches to address language and literacy development within preschool classes. On the one hand, there is a strong pressure to start formal reading instruction during kindergarten, whereas on the other extreme, a too loose approach toward teaching in the preschool level has lead to a lack of intentioned teaching activities. The debate is discussed proposing a middle solution based on the strong promotion of oral language skills.
