Transition of children from a kindergarten to primary school comparison of conditions in the Czech Republic, The Republic of Poland and The Slovak Republic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F25%3AA2603C78" target="_blank" >RIV/61988987:17450/25:A2603C78 - isvavai.cz</a>

Výsledek na webu

<a href="https://eunomia.akademiarac.edu.pl/" target="_blank" >https://eunomia.akademiarac.edu.pl/</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Transition of children from a kindergarten to primary school comparison of conditions in the Czech Republic, The Republic of Poland and The Slovak Republic

Popis výsledku v původním jazyce

The aim of the comparative study was to describe and compare the organizational conditions of transition of children from a kindergarten to a primary school in the field of school aptitude assessment, enrolment of children in a primary school, handling of deferred school attendance and education of children with deferred school attendance in the Czech Republic, the Republic of Poland and the Slovak Republic. The comparative study was based on a qualitative content analysis of legislative and curriculum documents, official documents of ministries of education and research publications. The selection of these countries is based on their geographical and historical proximity, similar development of educational systems and at the same time diverse pedagogical approaches in the process of early education. The organisation of the transition of children from a kindergarten to primary school is very similar in the countries studied. This is also due to the common European orientation in inklusive education and comparable economic and political contexts. Differences exist in the age of children with a postponement of compulsory schooling and in the forms of education of these children in a kindergarten and primary school. The process of diagnosing school aptitude is legislated in Poland, while in the Czech Republic and Slovakia it is left to the responsible approach of a kindergarten teachers. On the basis of the pedagogical diagnosis, they can advise the legal representatives on the assessment of the child's school aptitude in the relevant counselling centers. This enables the legal representative to obtain more information about a child's school competence in order to make the best possible decision in the child's best interests. The comparative study is the result of the KEGA project No. 001UMB-4/2025.

Název v anglickém jazyce

Transition of children from a kindergarten to primary school comparison of conditions in the Czech Republic, The Republic of Poland and The Slovak Republic

Popis výsledku anglicky

The aim of the comparative study was to describe and compare the organizational conditions of transition of children from a kindergarten to a primary school in the field of school aptitude assessment, enrolment of children in a primary school, handling of deferred school attendance and education of children with deferred school attendance in the Czech Republic, the Republic of Poland and the Slovak Republic. The comparative study was based on a qualitative content analysis of legislative and curriculum documents, official documents of ministries of education and research publications. The selection of these countries is based on their geographical and historical proximity, similar development of educational systems and at the same time diverse pedagogical approaches in the process of early education. The organisation of the transition of children from a kindergarten to primary school is very similar in the countries studied. This is also due to the common European orientation in inklusive education and comparable economic and political contexts. Differences exist in the age of children with a postponement of compulsory schooling and in the forms of education of these children in a kindergarten and primary school. The process of diagnosing school aptitude is legislated in Poland, while in the Czech Republic and Slovakia it is left to the responsible approach of a kindergarten teachers. On the basis of the pedagogical diagnosis, they can advise the legal representatives on the assessment of the child's school aptitude in the relevant counselling centers. This enables the legal representative to obtain more information about a child's school competence in order to make the best possible decision in the child's best interests. The comparative study is the result of the KEGA project No. 001UMB-4/2025.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50300 - Education

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Eunomia: Rozwój Zrównoważony – Sustainable Development

ISSN

1897-2349

e-ISSN

2657-5760

Svazek periodika

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Číslo periodika v rámci svazku

2 (110)

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

11

Strana od-do

193-203

Kód UT WoS článku

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EID výsledku v databázi Scopus

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