Abstract:

Background and objectives:
The prevention of learning problems is a particularly important area of school education and teaching, as learning difficulties are often caused by fundamental cognitive, linguistic, or executive function disorders, which, if not recognized in time, can worsen and significantly affect a child's future school career. Research clearly supports that early prevention—especially during the critical transition period from preschool to school—significantly reduces the risk of developing persistent learning disorders and improves students' motivation, self-confidence, and school performance (Józsa & Zentai, 2019; Snow, 2020). According to modern developmental pedagogical approaches, prevention is not just a matter of individual interventions, but a systemic process that encompasses the entire school ecosystem, in which pedagogical diagnostics, differentiation, learning organization innovations, and the creation of a supportive learning environment all play a decisive role.
The development of executive functions—including memory control, inhibitory functions, cognitive flexibility, and self-regulation—is of paramount importance for successful school adaptation (Diamond, 2016). Empirical studies show that students with weaker executive functions are at increased risk of developing reading, writing, and math difficulties and are more likely to exhibit behavioral and attention problems (Best, Miller & Naglieri, 2011). Preventive school practices are therefore increasingly based on the systematic development of cognitive and metacognitive skills, as well as adaptive teaching methods that support active, reflective learning and the acquisition of self-regulated learning strategies.

Method:
In our research, we examined the abilities of first-grade children that are necessary for learning to read, write, and count. For the study, we used the assessment of basic reading and writing skills for first-grade children entering school developed by Lőrik-Májercsik. We supplemented the detailed assessment with a questionnaire developed by Lisa B. Thorell on the functioning of executive functions, which was completed by parents and classroom teachers. Number of participants (N=93) Based on the results, we designed the entire pedagogical process according to individual needs.

Conclusions:
Overall, it can be concluded that the prevention of learning problems requires a complex, system-based approach in which pedagogical support tailored to the individual needs of students plays a key role. In this process, the cooperation between teachers and special education teachers plays a key role. As a result of the screenings and questionnaires, we found that 13% of the children had problems that required some form of intervention. Accordingly, some received individual development support, others needed behavioral correction, and in some cases we recommended a special reading teaching method. We expect that this intervention will help us prevent learning problems and provide ongoing support for success in school. In our presentation, we would like to introduce the possibilities for intervention and the cooperation between teachers and special education teachers.

Keywords:

Learning problems, behavioral problems, executive function, inclusive education, cooperation.