Opinie nauczycieli przedszkola i edukacji wczesnoszkolnej na temat uwarunkowań diagnozy dojrzałości szkolnej
Opinions of Preschool Teachers and Early-School Education on the Determinants of the Diagnosis of Children’s School Maturity. Reports from Research

Summary/Abstract: The text discusses the results of the research concerning the diagnosis of school maturity in the opinion of preschool and early-school education teachers in relation to various stages of the process, i.e. from preparation stage, through the conduct of the diagnosis to the application of results gained within it. The research suggests that the differences are due to the specific nature of the work of teachers working with children in kindergarten and with children in classes 1–3, as well as tasks of educational institution in which they are employed. In the case of preschool teachers, the respondents recognize the school maturity of children from the perspective of preparing the child to school, so the diagnosis is largely focused on detailed knowledge of the child and his/her developmental opportunities to be able to prepare the child for the education provided in the school environment in the best possible way. Therefore, in this case indicators of school maturity are considered in the “narrow approach”, from the perspective of the school knowledge and skills. In turn, teachers of early-school education pay attention to the “global approach” to the process of preparation of a child for school, to be able to plan their work with him/her and in the situation requiring proper aid solution to benefit from support of a specialist.

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