New rules governing the use of postponement of compulsory school attendance from the perspective of preschool and primary education teachers

Abstract

This study examines the attitudes of preschool teachers and elementary school teachers toward the reform regarding deferrals of school enrollment. It assesses the readiness of schools to conduct educational assessments during the preschool year and to support children with varying levels of maturity at the start of their schooling. It also analyzes the risks posed by the change and identifies key areas of support in school practice and supportive tools from the perspectives of both groups of respondents. Data were collected using a questionnaire administered via email to individual elementary and preschool schools. The study employs mixed-methods design. The findings point to a rather reserved to negative attitude among elementary school teachers and a slightly positive attitude among preschool teachers, who also feel better informed and more prepared for the implementation of the reform and more frequently acknowledge its necessity. Both groups of respondents consider the insufficient capacity of school counseling services (ŠPZ) for timely interventions to be a significant risk. Primary school teachers identify the presence of a teaching assistant in first grade and the counseling services provided by school psychologists and special education teachers in schools as the most important support tools. For kindergarten teachers, high-quality educational assessment and the sharing of its results, as well as training in new issues and work procedures, proved to be the most essential factors. Both groups of respondents recognize the need to support students entering elementary school with certain learning difficulties. The study shows that kindergarten and elementary school teachers view the following as particularly important for increasing their readiness for the new practices: clarifying the needs and procedures related to educational assessment at the end of preschool education; improving mutual cooperation between elementary schools, kindergartens, and counselling centers, and strengthening personnel capacity, and strengthening teachers’ competencies for educating children with varying levels of readiness for developing academic skills within a heterogeneous classroom.