Introduction. The problematic of social disadvantaged children and compulsory pre-primary school year are actual theme not just for teachers in kindergartens. The aims of compulsory pre-primary school year are equalizing the developmental differences in children development, eliminate handicaps which they bring from families and easier the beginning of primary schooling. The main aim of the research in this chapter, is to highlight the issue of social disadvantaged children and their status in the kindergarten.
Methodology. By using three case studies the author has found out how a status of a social disadvantaged child influence a child and its family. The children were from the second class of the kindergarten in the age 5-7. Also, how this problematic is seen by pedagogical workers in chosen kindergarten. As respondents were chosen two teachers in the kindergarten and one teacher assistant, who works directly with the children. The qualitative research was conducted in the kindergarten which is placed in small village with 700 habitats in Vysočina district, Czech Republic.
Findings. According to the teachers it is crucial to work differently with the social disadvantaged children. It is important to keep the individual attitude to each child, use diverse method of work with children and keep the motivation high. The children from the social disadvantaged families not always visit the kindergarten. In the Czech Republic, it is an obligation to attend at least one year before the start of compulsory schooling. The environment where they live is not always stimulating enough for the equal development. The kindergarten is place where they can get the potential, familiarize with many activities and rituals.
Conclusions. The main challenge is link families of children who visit the kindergarten and continue developing the idea of active family and child from social disadvantaged environment. Due to this attitude the next generation can be influence by this positive thinking. Thus, it can help to build next positive and engaging generation.
Keywords: case study, child, kindergarten, preschool education, social disadvantage
For Reference: Stárek L. (2021). Social disadvantage from the perspective of a teacher in preschool education. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 49 (1), 338-356. doi: 10.32744/pse.2021.1.24
Information about the author:
Lukáš Stárek (Czech Republic, Prag) - Mgr.; Ph.D. Deputy Head of Department of Special Education. Univerzita Jana Amose Komesnského Praha s.r.o. E-mail: firstname.lastname@example.org. ORCID ID: 0000-0002-6068-215X