@article {1486,
	title = {INCLUSIVE DIAGNOSTICS AND STIMULATION OF SOCIALLY DISADVANTAGED CHILDREN OF A PRE-SCHOOL AGE: EXPERIMENTAL VERIFICATION},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {804-825},
	abstract = {The research focuses on the diagnostics and stimulation of socially disadvantaged children of a pre-school age, which is a crucial component of inclusive education. The aim of the research was to experimentally verify through input and output orientation diagnostics the effectiveness of the stimulation program for 5 to 6 year old socially disadvantaged children in kindergartens. The results of the input and output orientation screening of 5 to 6 year old children from the experimental and control groups were analysed. Furthermore, the effectiveness of the stimulation program intended for the training of areas of deficits of partial functions and symptoms in the experimental group was verified, and conclusions and recommendations for pedagogical theory and practice in the area of inclusive approaches at the pre-primary stage of the school system were formulated. The research demonstrated that the experimental group of children achieved statistically significantly better results in the post-test, focused on the area of symptoms measured by the t-test, than the control group. It was also confirmed that both groups of socially disadvantaged children (control and experimental) achieved statistically significantly better results in the post-test, focused on the area of deficits of partial functions, than in the pre-test.},
	keywords = {inclusive diagnostics, inclusive education, pre-school age, socially disadvantaged children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.804},
	url = {http://oaji.net/articles/2021/457-1634800451.pdf},
	author = {Viera {\v S}ilonov{\'a} and Vladim{\'\i}r Klein and Ivana Rochovsk{\'a}}
}
@article {1220,
	title = {THE OPINIONS OF PRE-PRIMARY EDUCATION TEACHERS ON THE ADVANTAGES AND DISADVANTAGES OF HETEROGENEOUS AGE GROUPS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {424-436},
	abstract = {The research focuses on the issue of mixed-aged children in nursery schools. The aim of the research was to find out the opinions of the nursery school teachers on the advantages and disadvantages of a heterogeneous age groups based on their practical experiences. In order to find out the opinions of the respondents, a questionnaire was constructed and used. Based on the results, it can be said that 243 respondents consider an advantage to be the better social and emotional development of children, regardless of whether the respondent prefers to work in a homogeneous or heterogeneous age group. However, they did not agree with the disadvantages of heterogeneous age groups. The respondents teaching homogeneous age groups have generally identified far more disadvantages, and the greatest disadvantage being that children in a heterogeneous age group have worse conditions for cognitive development and do not have the opportunity to compete with each other. It has also been confirmed that those respondents with more years of work experience prefer a more heterogeneous age composition of groups than respondents with fewer years of work experience.},
	keywords = {mixed-age groups, nursery school, nursery school teacher, pre-primary education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.424},
	url = {http://oaji.net/articles/2019/457-1561382404.pdf},
	author = {Ivana Rochovska and Zlatica Hu{\v l}ov{\'a} and Vladim{\'\i}r Klein and Miroslava Ga{\v s}parov{\'a}}
}
