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PROBLEMS OF SCHOOL MATURITY AND READINESS AND THE ROLE OF A PRE-SCHOOL TEACHER
Abstract
The paper analyses the specifics in the field of assessing school maturity and readiness in general, as well as with focus on children with visual impairment. At present, starting school attendance is, in the Czech Republic, conditioned by reaching the age limit of six years. In case of many children with visual impairment, this age limit is not suitable; it is, however, necessary due to the Czech legislation. In the event that a child is immature, it is possible to ask for postponing the commencement of school attendance. Taking into account all individual aspects, deriving from the developmental pattern is especially important in children with visual impairment. The most common reasons for postponing school attendance are, for example, shortcomings in work pace, concentration, perception level and intellectual skills. The teacher plays an important role in preparing a child for entry to primary school. In this respect, it is advisable to monitor the “school readiness”. It is, however, also necessary to take into consideration the mental and intellectual maturity of the child and that is the reason why we focus on “school maturity”. Diagnostics of the mentioned areas is, in the Czech Republic, prevailingly conducted under the umbrella of school consultancy institutions. Due to the fact that most children attend pre-school during the entire length of the provided pre-school education, it is also important to evaluate a child by an educator who knows the child to a great extent. The text offers a new view of the possibility of assessing maturity and readiness of a child for school attendance from the point of view of a pre-school teacher.
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