(CZ) Posuzování efektu odkladů školní docházky učitelkami předškolních tříd MŠ a 1. tříd ZŠ
(EN) Reviewing the effect of delaying the school attendance by the pre-school kindergarten forms and the 1st basic school forms teachers
Autor / Author: Hradecký, V.
Klíčová slova / Key words: školní zralost, odklad školní docházky, posuzování osobnosti
Výzkum sleduje efekt ročního odkladu školní docházky u dětí jevících se jako nezralé pro nástup do školy. Využívá ratingové posuzování osobnostních charakteristik dětí učitelkami mateřské školy na začátku a na konci ročního odkladu a následně posuzování učitelkami základní školy v závěru 1. ročníku.
With the 6 years old children who do not appear sufficiently mature for the school entrance it is possible to use the possibility of delaying the school entrance for one year as a means of compensating their immaturity, this possibility being given by the school law. The research submitted here makes it its goal to contribute to the getting to know of the effectivity of those delays. This research was anchored in the teachers’evaluating the Personal characteristics of 201 children ^ith one yaer’s delay of the school attendance and that at the beginning and the end of that delayed year. The same Evaluating was carried out by the basic School teachers after the children’s entering the school, and that at the end of the first form. Through the comparison of all acquired evaluations it was shown that in the frame of the dealy all followed personal compounds proved to be of better i^aturity with about 80% children, in the mutual correlations of the conditions of personal characteristics and their changes it is possible to identify the inner connections blocks which enable a more general view of the trouble sources and their development dynamics. Afactors analysis of the acquired data emphasized the physical regulation and the performance dispositions components- In the comparison of children in the Kindergarten and at the basic school a marked influence of being overburdened, to which fact they are exposed at school, is clearly shown. Thus some problems which were not reckognized under „softer“ conditions in the Kindergarten were revealed. In general the research presents the profit of a one year’s delay with the children with whom we might risk a failure in the consequence of an unsufficient maturity for coping with the school demands.
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