PRE-LITERATE COMPETENCIES OF CHILDREN FROM SOCIALLY DISADVANTAGED BACKGROUND

M. Cabanová

Matej Bel University in Banská Bystrica, Faculty of Education (SLOVAKIA)
Pedagogical theory, psychological knowledge and sociological theories on childhood offer relatively stable systems of knowledge on children taking on the role of pupils in the education practice. Current legislation and education community require teachers to respect child's individuality and at the same time come up with education results allowing children to "succeed" in the role of pupils. Measurements are performed using various approaches, selected according to the criteria, but with no context regarding to who are the today's children on the threshold of education and what they are like. Even a child entering school from the pre-primary education or other environment outside of pre-primary education has different qualities and characteristics compared to the children in the past. The dynamics of these phenomena resonates only eclectically; but it is also the child, main object of the primary education, who significantly changed in the constantly changing society. Approaches to curriculum have changed, legislation is changing, education standards are changing. There is modern knowledge on childhood as a socio-cultural phenomenon. The authoress focuses on the importance of diagnosing the predictors of language and literal literacy as one of the key indicators of successful education of children within the inclusive environment. The authoress describes the view on the socially disadvantaged environment within the Slovak education system. She analyzes the results of analysis into children from socially disadvantaged background. She uncovers the reasons for the failure of children from socially disadvantaged background in the education mainstream institutions. She appeals to support the operations of inclusive teams (experts - school psychologist, special education expert and social worker) at primary schools as one of the possible and proven approaches to support education of children from socially disadvantaged background in schools of the education mainstream.