Adaptation Difficulties of Children at the Beginning of School Attendance Based on the Optics of Primary School Teachers

Abstract

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.

Psychological and Pedagogical Aspects of Adaptation of Displaced Ukrainian Children to the Educational Environment of Another Country

“…Understanding certain psychological and pedagogical aspects of the process of adaptation to the educational environment and creating optimal conditions can contribute to its positive course and alleviation of adaptation difficulties. It is quite important to facilitate the adaptation of children to the educational environment, otherwise it can negatively affect their health (Teleková et al, 2023). Bozdağ and Bilge (2022) point out the importance of establishing positive contact by refugee children with their peers and teachers at school for their successful social integration.…”

“…Besides, there is also the problem of adaptation to the education system and educational institution of another country. The adaptation, being intensified by a difficult psychological state, can be difficult and take quite a long time (Teleková et al, 2023;Albrecht & Panchenko, 2022). Different lifestyle, habits, daily routine, mentality provoke anxiety and withdrawal of children (Pagel & Edele, 2022).…”

Prechod dieťaťa z materskej školy do základnej školy

“…Na Slovensku je problematika spracovaná iba v niekoľkých monografiách (Slezáková & Tirpáková, 2006;Slezáková, 2012a) a je prezentovaná formou článkov a príspevkov v zborníkoch i časopisoch (Borbélyová & Slezáková, 2014;Kurincová & Slezáková, 2009;Marcineková, Borbélyová & Tirpáková, 2020;Teleková et al, 2023). Prechodnému obdobiu, ako aj adaptácii na celoštátnej úrovni nie je venovaná dostatočná pozornosť.…”

“…Prechodové programy sú vytvorené s prihliadnutím na zabezpečenie kontinuity predškolského a školského vzdelávania a spravidla sú zamerané na rozvíjanie stratégií, ktoré pomáhajú deťom prispôsobiť sa škole (Margetts, 2002). Potvrdilo sa totiž, že nevyhnutnou podmienkou úspešného prechodu detí do základnej školy je zabezpečenie kontinuity medzi predprimárnym a primárnym vzdelávaním (Teleková et al, 2023) a tieto programy sú jednou zo stratégií, ktoré túto kontinuitu vedia zabezpečiť. Spomínané programy sú orientované na uľahčenie prechodu detí a vychádzajú z filozofie podpory dieťaťa.…”