Language skills of students in early childhood education, as assessed by parents. (In)formal expectations and reality
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Department of Early School and Pre-School Pedagogy, Institute of Pedagogy, University of Wroclaw [Zakład Edukacji Wczesnoszkolnej i Przedszkolnej, Instytut Pedagogiki, Uniwersytet Wrocławski], Dawida 1, 50-527 Wroclaw, Poland
Submission date: 2021-11-17
Final revision date: 2021-12-20
Acceptance date: 2021-12-20
Publication date: 2021-12-31
Corresponding author
Emilia Olejnik-Krupa   

Zakład Edukacji Wczesnoszkolnej i Przedszkolnej, Instytut Pedagogiki, Uniwersytet Wrocławski, Dawida 1, 50-527 Wrocław, Polska
Wychowanie w Rodzinie 2021;25(2):331-341
Aim. The article is aimed at a preliminary attempt to an in-depth analysis of ministerial requirements in the field of Polish language education at the first stage of education. This text presents the actual levels of language proficiency in children at the end of this stage of education, and its assessment from the parents’ perspective. Materials and methods. Quantitative and qualitative analysis and assessment of the statements on the vision of the future and children’s favorite school readings have been made in the research. Parents were also interviewed. Results. The overall assessment of the level of language skills of children by parents is underestimated. There is also a clear discrepancy between the formal expectations and the real competences of students in the linguistic area (15% achieve a high level of proficiency, 18% a low level of proficiency). Conclusions. A general picture of the language disharmony of children, showing access to the ministerial expectations of students and the state of competences of contemporary children. This fact does not remain indifferent to pedagogical practice. Parents’ assessment of the educational level of language competences of their children is disproportionate to their real skills and, as a result, it is underestimated. This issue is going to improve, writing about the issue of real cooperation with parents, according to the control of parents, it did not arise from the intuition having views on the development of learning and linguistic development in the sphere, but on the actual knowledge and content of teaching. Everything will contribute to the optimization of the process of supporting and educating children in the language area.
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Rozporządzenie Ministra Edukacji Narodowej z dnia 14 lutego 2017 roku w sprawie podstawy programowej wychowania przedszkolnego oraz podstawy programowej kształcenia ogólnego dla szkoły podstawowej, w tym dla uczniów z niepełnosprawnością intelektualną w stopniu umiarkowanym lub znacznym, kształcenia ogólnego dla branżowej szkoły I stopnia, kształcenia ogólnego dla szkoły specjalnej przysposabiającej do pracy oraz kształcenia ogólnego dla szkoły policealnej. Dz. U. 2017.356, Dz. U. 2018.1679.
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