Izvleček
V prvem delu prispevka predstavljamo sodoben pogled na pripravljenost otroka za šolo oz. pripravljenost za učenje, kot ga razlagajo sociokulturne in ekološke teorije. V tem kontekstu nas zanima, kako otroci v procesu razvoja in učenja pridobivajo zmožnosti, spretnosti in znanja, ki se povezujejo v koncept pripravljenosti za šolo. Kontinuum v razvoju in učenju posebej ilustriramo s primerom bralne pismenosti otrok, ki se začne z razvojem govora in zgodnje pismenosti v obdobjih malčka ter zgodnjega otroštva. V zaključnem delu se osredotočamo na slovensko šolo, in sicer prehod iz vrtca v šolo, prvi razred in prvo vzgojno-izobraževalno obdobje (1. triletje). Predlagamo nekaj sistemskih, vsebinskih in didaktičnih rešitev, ki bi lahko prispevale k bolj »mehkemu« prehodu otrok iz vrtca v šolo, upoštevanju velikih individualnih razlik v razvoju in učenju med podobno starimi otroki, individualnemu spremljanju napredka otrok – torej višji kakovosti dela z otroki v celotnem prvem vzgojno-izobraževalnem obdobju (1. triletju) osnovne šole.
Abstract
Children‘s Readiness for School or School‘s Readiness for Children?
The first part of the paper provides a current perspective on school readiness, or children‘s readiness to learn, as interpreted by socio-cultural and ecological theories, with the emphasis on how children acquire abilities, skills and knowledge integrated into the concept of school readiness during development and learning. An example of children‘s reading literacy illustrates the developmental and learning continuum, which begins with the development of speech and early literacy in the toddler and early childhood periods. The final section focuses on the Slovenian school, specifically the transition from kindergarten to school, first grade, and the first educational cycle (the first three years). The article proposes systemic, contextual and didactic solutions that could contribute to a smoother transition of children from kindergarten to school. At the same time, we should allow for significant individual differences in development and learning between similarly aged children and monitor their progress individually, which will lead to a higher quality of work with children throughout the first educational cycle (1st trimester) of primary school.