The presented paper is devoted to finding out and analyzing the opinions of primary education teachers on the causes of the unsuccessful adaptation of current schoolchildren to the beginning of systematic education. To find out the above issues, pedagogical research was carried out at selected primary schools in Slovakia. The implementation of the research and the subsequent analysis of the research results confirmed that the length of teachers’ pedagogical practice has a statistically significant effect on their views on the causes of adaptation difficulties in emotional, social, intellectual, and psychomotor areas of children’s school readiness.

The nature of the pupil's adaptation at the beginning of school attendance is one of the important indicators of his development and a precondition for further school education. The beginning of school attendance includes especially pupil's everyday joy, achievement of better school results, building positive relationships in the new team. There is unsuccessful adaptation present in the pedagogical practice that is characterized by negative attitudes towards the school education and the appearance of the adaptation difficulties. In the presented theoretical analysis, we specify on adaptation difficulties with the emphasis on the causes of their existence in pupils at the beginning of the school attendance. The paper focuses on the selected areas which have the impact on the start of adaptation difficulties of beginning pupils. A broad-spectrum view of the occurrence of adaptation difficulties of beginning pupils allows the identification of their causes, the provision of adequate support and intervention to eliminate.

In the presented contribution, we address the issue of forming a mutual relationship and establishing cooperation between the teacher and parents. At the beginning of schooling, the establishment of high-quality cooperation between the teacher and the pupil's parents is an important aspect of supporting the successful school adaptation, academic results and comprehensive personality development. In the contribution, we also pay attention to the formation of the cooperation competence of the teacher in undergraduate training and in the framework of his professional development. The aim of the contribution is to carry out a theoretical analysis of the selected issue and, in particular, to find out the prerequisites for cooperation and the determinants of the mutual relationship between teacher and parent. For this purpose, we carried out pedagogical research in practice. By conducting research and analyzing research findings, we found that teachers consider gaining parents' trust to be the most important prerequisite for cooperation with parents. According to the results, the mutual relationship between the teacher and the parents of beginning pupils is most influenced by the willingness to communicate with each other, and the type of parent is also a significant determinant.

A child's wish to become a pupil is one of the important identifiers of his / her school readiness. Its assessment at the beginning of schooling provides a picture of the child's initial ability at the beginning of the first year of study in primary school. The focus of this article is the motivational component of school readiness, which has an impact on the individual form of adaptation of beginning pupils. The subject of the research was to find out the presence of individual motives in the structure of the emotional-motivational component of school readiness of children at the beginning of school attendance. The defined component consists of social, cognitive and moral motives, which are interconnected. We were used a questionnaire with ten items in the research activity. The respondents were pupils of the first year of study in selected elementary schools. The results showed that the social, cognitive and moral motive were presented within the emotional-motivational component of school readiness. Overall, there were positive answers to the three motives, which showed a high level of motivation in the research sample. The level of the emotional-motivational component of becoming a pupil is one of the elements ensuring the successful adaptation of the pupil at the beginning of school life. Strengthening the incentive to become a pupil, deepening the desire to learn new things and shaping social skills for existence in the classroom are seen as a tool for developing the motivational sphere of school readiness.

Schools in many countries implement environmental education to different extents. School as an institution has a significant role in shaping pupil?s attitudes and behaviour towards nature and the environment. School's cooperation with a forest pedagogue is oriented towards the activities of forest pedagogy, the application of which to education in the conditions of Slovak schools represents one of the possibilities of forming pupils' relationship with nature and awareness of forestry. The aim of the research is to find out and show the possibilities of improving the cooperation of forest pedagogue and teacher so that the activities of the forest pedagogy lead to the formation of pupils' relationship with nature and their awareness of the functioning of the forest ecosystem. The main method of data collection is interviews with teachers and forest educators. The results show that the cooperation of experts � teacher and forest pedagogue can significantly improve the application of forest pedagogy methods and thus increase the quality of achieving the goals of forest pedagogy.