Osiąganie gotowości szkolnej przez dzieci ze środowisk defaworyzowanych społecznie – możliwości i skuteczność programów wspierających start szkolny

Abstract

A good school start for children coming from socially disadvantaged backgrounds has been the subject of theoretical and empirical analysis for many years. With reference to developments in the concept of “school readiness,” this review-reflection article seeks to point out the potential that early intervention, incorporating educational and preventive and, in special cases, therapeutic measures, can have for children from at-risk backgrounds, their families and society, if it is referenced in concepts that provide it with a certain theoretical framework. The purpose of this research is to present three exemplary programmes -Sentinel pre-K (HighScope-Perry Preschool Study) [Ypsilanti, Michigan], Abecedarian Project [Chapel Hill, North Carolina], Child-Parent Centers [Chicago, Illinois] – that support children from socially disadvantaged backgrounds in achieving school readiness. The presentation of the programmes takes into account the results of longitudinal studies on the functioning of the children participating in them. It can be concluded from them that early intervention and the continuation of the measures taken at the stage of early childhood education can be important not only for the continued progressive functioning of individuals but also for the development of policies to support children and their families in a school start situation. It should be emphasised that the results of this research can also open up perspectives and areas of research measures to support children from socially disadvantaged backgrounds in crossing the school threshold that are implemented in Poland.