Possibilities of special pedagogical diagnostics in children from socially disadvantaged backgrounds in kindergarten

Abstract

The aim of the paper is to point out the possibilities of special pedagogical diagnostics in children from socially disadvantaged backgrounds in kindergarten, with a focus on assessing the level of their knowledge after applying the stimulation methodology according to Šilonová, Klein and Šinková. The research also included a comparison of the achieved results between the experimental and control groups of children. The results of the conducted experiment pointed out the importance of early diagnosis and subsequent intervention. Based on the findings, we recommend carrying out screening examinations in children from socially disadvantaged backgrounds already in preschool age and, in case of identifying deficiencies, using stimulation methodologies. Such an approach can contribute to improving children's school readiness and at the same time act as a preventive measure against the development of learning disorders after entering primary school.