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.
The study deals with the development of pupils' intellectual assumptions and cognitive functions. The optimization strategy in the subject research are educational activities that are applied in ...primary education. The subject of the investigation is the identification of the impact of educational activities on the level of pupils' intellectual assumptions, operationalized at the level of pupils' general knowledge (factual, conceptual, procedural). The research design is based on a pedagogical experiment with pupils in the transition period. According the results, pupils who have been applied educational activities achieve a higher level of intellectual prerequisites at start of the primary school.
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IZUM, KILJ, NUK, PILJ, PNG, SAZU, UL, UM, UPUK
The subject of the study is preconceptions of pre-primary education children about the selected phenomenon of “learning”. We were interested in whether there are differences in children’s identified ...preconceptions regarding intellectual abilities. Identifying such a difference could be one indicator of giftedness that could also be useful in early educational diagnostics. The research design was mixed; data were obtained through semi-structured flexible micro-interviews made individually with 39 children. Conclusions of the research investigation point to a difference in cognitive and structural components of children’s identified preconceptions and a difference in terms of their intellectual abilities while confirming the diagnostic potential of children’s preconceptions to reveal giftedness also in children of pre-school age.
Schools in many countries implement environmental education to different extents. School as an institution has a significant role in shaping pupil's attitudes and behaviour towards nature and the ...environment. School's cooperation with a forest pedagogue is oriented towards the activities of forest pedagogy, the application of which to education in the conditions of Slovak schools represents one of the possibilities of forming pupils' relationship with nature and awareness of forestry. The aim of the research is to find out and show the possibilities of improving the cooperation of forest pedagogue and teacher so that the activities of the forest pedagogy lead to the formation of pupils' relationship with nature and their awareness of the functioning of the forest ecosystem. The main method of data collection is interviews with teachers and forest educators. The results show that the cooperation of experts - teacher and forest pedagogue can significantly improve the application of forest pedagogy methods and thus increase the quality of achieving the goals of forest pedagogy.
In the presented contribution, we address the issue of forming a mutual relationship and establishing cooperation between the teacher and parents. At the beginning of schooling, the establishment of ...high-quality cooperation between the teacher and the pupil's parents is an important aspect of supporting the successful school adaptation, academic results and comprehensive personality development. In the contribution, we also pay attention to the formation of the cooperation competence of the teacher in undergraduate training and in the framework of his professional development. The aim of the contribution is to carry out a theoretical analysis of the selected issue and, in particular, to find out the prerequisites for cooperation and the determinants of the mutual relationship between teacher and parent. For this purpose, we carried out pedagogical research in practice. By conducting research and analyzing research findings, we found that teachers consider gaining parents' trust to be the most important prerequisite for cooperation with parents. According to the results, the mutual relationship between the teacher and the parents of beginning pupils is most influenced by the willingness to communicate with each other, and the type of parent is also a significant determinant.
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