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Social disadvantage from the perspective of a teacher in preschool education

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STÁREK, Lukáš. Social disadvantage from the perspective of a teacher in preschool education. Perspectives of Science and Education. Voroněž: LLC „Environmental Assistance“., 2021, vol. 49, No 1, p. 338-356. ISSN 2307-2334. doi:10.32744/pse.2021.1.24.
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Basic information
Original name Social disadvantage from the perspective of a teacher in preschool education
Authors STÁREK, Lukáš (203 Czech Republic, guarantor, belonging to the institution).
Edition Perspectives of Science and Education, Voroněž, LLC „Environmental Assistance“. 2021, 2307-2334.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50302 Education, special
Country of publisher Russian Federation
Confidentiality degree is not subject to a state or trade secret
WWW URL
Organization Univerzita Jana Amose Komenského Praha s.r.o.
Doi http://dx.doi.org/10.32744/pse.2021.1.24
Keywords in English case study;child;kindergarten;preschool education;social disadvantage
Tags International impact, Reviewed
Changed by Changed by: Roman Zezulka, učo 1135. Changed: 13. 4. 2021 13:37.
Abstract
The problematic of social disadvantaged children and compulsory pre-primary school year are actual theme not just for teachers in kindergartens. The aims of compulsory pre-primary school year are equalizing the developmental differences in children development, eliminate handicaps which they bring from families and easier the beginning of primary schooling. The main aim of the research in this chapter, is to highlight the issue of social disadvantaged children and their status in the kindergarten
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