Povzetek
V prispevku obravnavamo novejša pojmovanja pripravljenosti otrok za šolo, ki izhajajo iz sociokulturnih pogledov na razvoj in učenje otrok. Koncept pripravljenosti za šolo poskušamo razložiti z medsebojno povezanostjo različnih dejavnikov, kot so starost otrok, vključenost otrok v vrtec, kakovost vrtca, otrokove zgodnje izkušnje in znanje, sistemske in konceptualne značilnosti šole, družinski dejavniki, implicitne teorije staršev in drugih o otroštvu kot posebnem razvojnem obdobju. Zanimajo nas izsledki tujih in slovenskih raziskav o pripravljenosti za šolo, ki nam omogočajo razmišljati o varovalnih in kritičnih dejavnikih pripravljenosti za šolo na konceptualni in izvedbeni ravni.
Abstract
Children’s School Readiness: Impact of Age and Other Individual and Environmental Factors
The paper discusses more recent concepts of children’s school readiness, which are based on sociocultural views on the development and learning of children. It tries to explain the concept of school readiness through the interconnection of various factors, such as children’s age, their inclusion in kindergarten, the quality of the kindergarten, the children’s early experience and knowledge, the systemic and conceptual characteristics of the school, family factors, and implicit theories of parents and others on childhood as a special developmental period. The paper is interested in the findings of foreign and Slovenian research studies on school readiness, which enable us to reflect on the protective and critical factors of school readiness on a conceptual and implementation level.