The aim of this work was to show the importance of encouraging the pre-skills of reading and writing in preschool age and the ways to develop these skills in an educational institution and in a family environment. Educators and parents play an important role in encouraging the pre-skills of reading and writing, who become behavior models for children, that is, people they look up to. Therefore, children watch and listen to their models and "copy" the seen behaviors, so it is necessary to pay attention to the ways of communicating with the child, but also with other people in the environment. In addition to speaking and listening, which are cited as the first forms of communication, reading and writing are also cited, which are learned and are defined together as basic language activities. The research part of this paper is based on a survey intended for educators, in which questions were asked regarding the development of pre-skills in reading and writing in an educational institution, that is, a kindergarten. The purpose of the research was to examine the views of educators on the mentioned topic and to show and find out how they organize and what activities they carry out in order to influence the development of pre-skills in reading and writing in preschool age. The assumption of the research was that educators are aware of the importance of conducting activities that encourage the development of reading and writing in an educational institution and that accordingly they strive to enrich and improve their work with new knowledge and education in this area. The obtained results of the research mostly confirmed the assumption and it was concluded that the educators devote enough time to the pre-skills of reading and writing and that they create and offer incentives that are of good quality, while at the same time trying to follow the interests of the children.