Izvleček
Strah je v šoli pogosto prisoten čustveni element, ki močno vpliva na učenje, na poseben način pa se kaže tudi pri prehodu iz vrtca v šolo. Naša osnovna šola opuščanja šolanja skoraj ne pozna, kar pa je za mnoge države resen problem. Se pa ta pojav prestavi na začetek srednje šole in je povezan z učno uspešnostjo v osnovni šoli, posebej s sposobnostmi branja, pisanja in računanja, torej kar z začetnim izobraževanjem. Kritična točka prehoda iz vrtca v šolo je odlaganje vpisa v prvi razred, čeprav je uvedba devetletke prav temu segmentu namenila posebno pozornost. Tudi tukaj se kaže strah pred nezmožnostjo otroka za šolsko delo kot pomemben dejavnik. O šolskem strahu se veliko govori na laični ravni, manj pa je raziskav in zanesljivih znanstvenih spoznanj za njegovo odpravljanje. Gre za kompleksen pojav, ki zadeva temeljne pedagoške koncepte. Ključno vlogo pri njegovi odpravi imajo pedagoški pristopi učiteljic/učiteljev, posebej še, če je njihov pristop avtoritaren. Prikazana je kritična analiza Hagreavesove o pogledih učencev tretjega in šestega razreda na pojave strahu v šoli. Pri obravnavi načinov prevladovanja strahu v šoli so omenjeni kontekstualni dejavniki in razredne dejavnosti. V sklepu so povzete tudi nekatere izkušnje iz pedagoške prakse.
Abstract
School is Intimidating When The Inside is Hollow and The Outside is Empty
Fear is a common emotional element at school, which significantly affects learning. It is especially prevalent during the kindergarten-to-school transition. Our primary school system is almost entirely free of dropouts, which is a critical issue in many countries. This phenomenon, however, is delayed until the beginning of secondary school and is linked to the learning performance in primary school, specifically reading, writing, and arithmetic skills, i.e., the initial education. At the start of the nine-year basic education, special attention was devoted to delayed enrollment. However, it continues to be crucial in the transition from kindergarten to school. The fear of a child‘s inability to do school work is a significant factor. School anxiety is discussed extensively at the lay level, but there is less research and reliable scientific knowledge on how to address it. It is a complex phenomenon that concerns fundamental pedagogical concepts. Teachers‘ pedagogical approaches play a significant role in tackling it, especially if their approach is authoritarian. The article presents a critical analysis by Hagreaves of third- and sixth grade students‘ views on the phenomena of fear in school. It considers contextual factors and classroom activities when discussing how fear is prevalent at school. The conclusion summarises several teaching practice experiences.