Abstract:

The paper deals with the process of adaptation as a necessary precondition for successful beginning of life, not only of preschool children. The initial part is devoted to the theoretical foundations of the issue; the research part comprises a quantitative survey performed by means of a questionnaire distributed among kindergarten teachers, through which the teachers assessed children’s expressions. In case of a positive assessment, these expressions indicated successful adaptation. This assessment was based on the concept by Niesel and Griebel (2005); this instrument was made more specific to achieve better determination of individual children’s expressions. The effort was to prevent contradictory responses as much as possible. In the questionnaire the teachers assessed children’s expressions according to 11 indicators (finding a friend, engagement in group activities, separation from the mother, expression of one’s own requirements, problem solving, etc.), which are referred to as specific areas of expressions.
The objective of the research study was to map the overall perceived level of success of adaptation programmes implemented in kindergartens for children aged two to four years from the perspective of kindergarten teachers – prior to the adaptation programme, after one week in kindergarten and after one month in kindergarten. The research sample was based on the basic sample of kindergarten teachers in the Olomouc Region (Czech Republic), who carry out educational activities involving children aged two to four years. The selection of respondents was subject to inclusion criteria such as willingness to cooperate, educational activities in kindergarten involving children aged two to four years, and location of the kindergarten in the Olomouc Region. The research involved 356 kindergarten teachers, who perform educational activities in traditional kindergartens involving preschool children in homogeneous as well as heterogeneous classes. The value of the research is the determination of the level of adaptation programmes implemented in kindergartens and highlighting those areas where the programmes need to be improved in order to enhance the level of education in kindergartens.

Keywords:

Teacher, adaptation process, kindergarten, pre-school aged children, adjustment program.