Abstract
The purpose of this research is to determine the level of children’s readiness for the first grade, in terms of mathematical and linguistic development. This research is quantitative and includes 466 children who were enrolled in the first grade in September 2011, as well as their parents. They belong to various schools in towns and villages of Kosovo. The sample was randomly selected. Children are assessed for their intellectual readiness, separately in mathematical and linguistic development through standardized measuring instrument by the “Brainline” author Joey Du Plooy. The questionnaire was translated and adapted. In this paper it will be focused only mathematical and linguistic development of children who have just started the first grade. Children are evaluated by a team of pedagogy who have been previously trained in the use of this questionnaire. Each child is individually assessed and the questions that were impossible to take from the children are taken from their parents. The survey results raise awareness about the importance of preschool institutionalized education and provide advices of the importance of preparing children for starting the first grade without fear and with self-esteem.
Highlights
Preschool education is the first level of education, in which children are educated in their families or in preschool institutions and preparatory grades
Preschool education in Kosovo has yet to take the place it deserves within the education system and our society as a whole
Regarding the overall involvement of children of our country, in institutionalized preschool education, statistics show the lowest involvement in the region
Summary
Preschool education is the first level of education, in which children are educated in their families or in preschool institutions (ages 0 - 3 and ages 3 - 6) and preparatory grades (ages 5 6). As a result of a range of socio-economic factors, it still lacks a serious approach to this first level of the education. Regarding the overall involvement of children of our country, in institutionalized preschool education, statistics show the lowest involvement in the region. It is necessary that children in this age are exposed to more diverse experiences of life, to promote emotional, social and intellectual development and maturity through the game. This will help the child to enter the world of school without sense of fear, distrust and inferiority (Brada, 1995)
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