School Maturity

Pre-school education adapts to cognitive, social and emotional needs of children of this age group and ensures developmental characteristics of children in education in full respect.

We apply methods of learning through games and activities which are based on the direct experience of the child. It is important to support the children's curiosity, to explore, their joy and interest in getting to know new things.

In education we use the natural flow of thoughts and ideas, and we provide the child enough space for questions and discussion. Pedagogical activities shall be conducted mainly by the game and in the form of projects on which the children work in a team and under their lecturers.

School maturity – what the child should handle before entry into school

 Optimal readiness  Insufficient readiness
Child understands the meaning of the sentences and whole short story. Can express himself/herself clearly in sentences, that communicates with the adults. He/she can spontaneously describes various events, knowledge, ideas, asking questions. He/she can talk about his parents, siblings, has a reasonably wide vocabulary. The child understands teachers or classmates differently than the idea is. Uses only individual words or very simple sentences. Does not establish further questions. The baby is poorly understood (pronunciation), vocabulary is limited.
Implications for teaching: a lack of interpretation, the teacher does not understand the answers, can appear obstacles in relations with other children.
Knows his/her address, names and occupations of the parents, age. Know the basic information about himself and their surroundings.
The child begins to think logically (on specific subjects and specific activities), understands the world in a realistic way. Can understand that from a position of someone else situations may appear differently. The baby does think logically. Depends on his/her wishes and immediate needs, important is his/her own view on the matter.
Implications for teaching: a lack of understanding of the studying material.
Child understands what numbers are. Can count to 5, sorts numbers from smallest to largest, name the range of numbers, understands less-more, has developed memory for numbers. Can't count to five, does not understand the concept of numbers, the order, quantity.
Implications for teaching: a child is failing, especially in mathematics, not learned.
The child can distinguish sounds and visual form of words, recognize individual letters, knows what letter the word begins with, can compose individual letters of the word, recognize  very similar-sounding words. Can't exactly distinguish visual or auditory stimuli, can not understand the things as a whole, usually focuses on the most obvious details.
Implications for teaching: failing in teaching reading and writing.
The child is mature in graphical manifestations and physical dexterity, can handle with scissors, holding pens is correct, the pressure on the appropriate pencil is ok. The child is generally rude, loud, holding significantly pencils, big pressure on the pencil, it cannot emulate the shape of the letters and numbers, refuses to draw, color, cut, glue.
Implications for teaching: failing in the drawing, the working class, the gym.
The child is able to concentrate on work, resisting any inducements, can overcome fatigue. The child is difficult to focus, often interrupts the work, needs pauses for playing.
Implications for instruction: does not want to work, disturbs other children.
The child builds without difficulty with a foreign person, is willing to communicate and cooperate with other children, willing to accept the authority. Child avoids contact with foreign persons, shy, timid, dependent on family members.
Implications for teaching: doesn't want to go to school,  unable to communicate with the teacher.
The child adequately controls his emotional speech, is able to postpone the implementation of its desire to work on later, is able to finish his/her work. The child can not control his/her emotions, often acts impulsively and without barriers , does not have any interest to finish the task, wants to play instead.
The child is able to work in a group of children to reach the same goal. Can share toys, pencils, etc. The child is not willing to communicate with other children, stay aside, does not need new contacts, can not postpone his/her own needs for the benefit of the common task, in the game is aggressive.
Implications for teaching: conflicts with children and teachers, makes it difficult to work.
The child is independent and self-sufficient, can get dressed, eat. The child is dependent on the assistance of parents, brothers and sisters, can only works in a direct contact and under supervision of the adults and only with a strong motivation. Can not take care of his/her things.
Implications for teaching: does not work and does not meet the guidelines without the aid of a teacher, forgets  or looses his/her staff.
The child observes the rules, even if it's uncomfortable for him/her, he/she understands the need for regulations and rules given by adults. The child is disobedient, refuses to follow instructions given by adults.
Implications for teaching: conflicts with children and teachers.
The child has a positive attitude towards school and learning, is looking forward to school, likes to play at the school, is interested in new things, puts a lot of questions. Child does not care about school, like playing, no interest in expanding the knowledge, lack of questions.
Implications for teaching: all are tired of him/her, is not motivated by the better performance.


 The child at school The child at home
Can not concentrate on learning In the morning he/she refuses to go to school
Does not accept authorities Returns tired from school
Still plays something Does not care about homework, fight with his/her parents to do the homework
Can not sit without permanent moving, talks nearly all the time, disturbs other children The child attitude to learning is indifferent and negative
Is slow in all work, does not finish his/her work, does not care about homework Can not concentrate on any tasks, then bad performance
Not nice contacts with other children, could feel lonely, is not a team player. Suffers from morning vomiting, headache or stomachache, could have problems with speech - stammering