Kompetencja diagnostyczna nauczyciela w świetle podstawy programowej wychowania przedszkolnego

Abstract

The subject presents pilot studies regarding indicators of teacher’s diagnostic competence. The authoress has emphasized that this competence is very important in general education but especially is necessary in pre-school one, taking the small child’s special needs into account. That problem was linked with official pre-school curriculum base which was elaborated in 2008 by the Ministry of Education. In the present authoress’ opinion, some notations in association with indicators for the preparedness for school education with children ending pre-school education in not-explicit form were put down in this document, without considering the principle of the cognitive purposes classification. This fact makes orthodox diagnosis and pedagogical evaluation difficult for teachers. In light of these problems the theoretical research objectives were presented in this article: - a teacher’s opinion on the correct records of some indicators noted in the pre-school curriculum base, - teacher’s understanding of some indicators cohered with the preparedness for school education, - verification of teacher’s skills in making indicators conversion into levels of difficulty, in respect of the children’s needs, - and learning respondent’s opinion on the importance of separated factors which are connected with teacher’s diagnostic competence.