Preliminary communication
https://doi.org/10.31192/np.19.3.8
Children’s Readiness for School from a Teacher’s Perspective
Sandra Kadum
orcid.org/0000-0002-8441-0896
; Juraj Dobrila University of Pula, Faculty of Educational Sciences; Address, Pula, Croatia
Dijana Drandić
orcid.org/0000-0003-0645-4698
; Istrian University of Applied Sciences, Pula, Croatia
Lorena Lazarić
orcid.org/0000-0002-4305-2025
; Juraj Dobrila University of Pula, Faculty of Educational Sciences, Pula, Croatia
Abstract
The aim of the paper was to examine the attitudes of teachers of primary education (1st to 4th grade) about children’s readiness for school with an emphasis on the child’s pre-reading and pre-mathematical skills. The participants of the research were 362 respondents, teachers of primary education from primary schools in the Republic of Croatia. Our research has shown that teachers highlight the following as the most important skills that children should acquire before starting school: graphomotor (correct handling of a pencil or other writing utensils), pre-reading (clear pronunciation of all voices) and pre-mathematical (colour recognition and understanding of spatial relations; in front, behind, up, down, on, in, left, right). No statistically significant difference was found in teachers’ attitudes towards pre-reading skills in relation to years of work experience in teaching, but a statistically significant difference was found between the arithmetic means of most particles that examine the importance of pre-mathematical skills. In this context, recommendations for future research relate to the equipment of the school for quality educational work with children, the willingness of families and communities to cooperate with the school as well as their connection with the socio-cultural context.
Keywords
pre-reading and pre- mathematical skills; preschool; readiness for school; student; teacher
Hrčak ID:
265526
URI
Publication date:
15.11.2021.
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