Abstract
The present work seeks to answer what are the appropriate tools for an effective organization for carrying out a creative learning process. A thorough and critical analysis is made on the functions of the teacher, as the latter is considered from the position of a manager in the study (class) room. Emphasis is placed on the study of the process of adaptation to the school environment, as well as the possible consequences of not implementing that same process. The new social role of a child at school is preceded by a series of attractive external stimuli (clothing, knapsack, textbooks, exercise books, school building), which through their family and kindergarten orient them in the forthcoming comprehensive change of their lives. These external stimuli are not enough for a child to adapt quickly to the rights and obligations at school, as well as to the changed evaluation criteria of their activity, mainly learning.
Highlights
Preparation of children for school within the contemporary challenging conditions of public development is mainly related to their psychological, physical, moral and social readiness for school
Whereas the psychological readiness is defined through the development of intellectual processes along with the increase of knowledge about reality and cognitive skills of children; whereas the moral readiness is measured by the adult-child, child-child relationships and mainly relies on the development of disciplined behavior of the future students, and physical readiness is characterized by the health and vitality of children, social readiness generally relates to the new situation of the child in school environment, to acceptance of a new social role of a student, which in reality changes the nature of their relationship with parents, teachers and adults (Petrova, 1989)
The new social role of a child at school is preceded by a series of attractive external stimuli, which through their family and kindergarten orient them in the forthcoming comprehensive change of their lives
Summary
Preparation of children for school within the contemporary challenging conditions of public development is mainly related to their psychological, physical, moral and social readiness for school. The new social role of a child at school is preceded by a series of attractive external stimuli (clothing, knapsack, textbooks, exercise books, school building), which through their family and kindergarten orient them in the forthcoming comprehensive change of their lives. These external stimuli are not enough for a child to adapt quickly to the rights and obligations at school, as well as to the changed evaluation criteria of their activity, mainly learning. The goal of the present publication is to study the process of adaptation to the school environment, as well as the possible consequences of not implementing that same process
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