Abstract:

Every pupil, regardless of social background, origin, medical condition or other specifics, can experience a sense of success in school and eventually like school. There are different options for schools to achieve this. The contribution aims to describe three of them, specifically the all-day educational system (AES), which school implement in various forms. The rhythmisation of formal education and informal education is identified as a key factor in the form of AES, based on which zero, partial, almost optimal or perfect AES can be declared. The contribution points to AES not only as an educational instrument but also as an educational space allowing the use of other educational methods and techniques in working with pupils. Specifically, it describes the implementation of Feuerstein’s Instrumental Enrichment method and the Nyborg’s Concept Teaching Model within implementing AES, and it states that in their implementation the key is not the change of educational concept, but the change in the teacher’s approach to pupils, who becomes their partner in the educational process. The conclusion of the contribution brings a sample of a day of a first-year primary school pupil, which identifies the moments allowing the space for achieving his joy and success in the educational process, based on implementing the three aforementioned methods.

Keywords:

All-day educational system, Feuerstein’s Instrumental Enrichment, Nyborg’s Concept Teaching Model, formal education, informal education.