Krytyczna ocena postępów uczniów „oddziału zerowego”

Abstract

The law on lowering the age for compulsory schooling, which stirs the teachers and parents, has become the basis for developing a sort of evaluation of “emerging classes”. Under the current law, every child at the age of five has to partake in preschool education. At this age, all children are required to start the a year-long pre-kindergarten, a kindergarten division organized in elementary school or in another form of pre-school education. Many elements contribute to adequate preparation that a child attending the compulsory “zero class” should be provided with. Whether it is in a kindergarten or school during this year children should pre-acquire the knowledge and skills needed upon entering school. Is this happening? This study attempts to answer this question and to verify the current situation in small towns. Does the “zero class” comply with its intended purpose and balance the level of skills among school students preparing to take up learning in first grade? Do children undertaking learning in first grade after one year of compulsory pre-school have the skills to master the skills of reading and writing? And finally, in relation to the achievement of these skills, what is the level of phonological system and whether children in “zero class” of zero finish their development of speech? The paper is based on the author’s own research.