THE IMPORTANCE OF PRE-SCHOOL INSTITUTIONAL EDUCATION IN THE OVERALL DEVELOPMENT OF CHILDREN, IN PARTICULAR IN THE DEVELOPMENT OF LANGUAGE AND COMMUNICATION SKILLS

Year 2019, , 139 - 146, 30.10.2019

Shemsi Morına

https://doi.org/10.33390/homeros.2.015

Abstract

The preschool age represents the most sensitive
period of the all-inclusive development of children, since at this age major
changes are made in physical, as well as cognitive and affective development
(Morina, 2017). During this time, children are educated in their families or
pre-school institutions (age 3 and age 3-5) and elementary schools or
preparatory classes (age 5-6). As a result of a series of socio-economic
factors in our country, there is still no serious approach to the first and
most important level of institutional pre-school education respectively. The
level of pre-school education is still not a priority, the desirability and the
place that deserves within our education system and our society as a whole.
Regarding the inclusion of children in pre-school education, the situation is
not satisfactory. The lack of research to date of this problematic work will
help and contribute to the findings and recommendations that can help parents
of pre-school children to establish the most appropriate form of institutional
or family education, to the benefit of the socio-emotional, cognitive and motor
skills of children. The theoretical treatment of the problem based on the most
contemporary literature of the most eminent authors and the findings will
provide information to the parents of preschool children that this age is very
important and that it is in their hands if the children will start the first
grade prepare or start formal schooling unprepared with the fear of failure and
distinct from others. If inclusion of all children in kindergartens is
impossible for our socio-economic conditions, at least the awareness of the
parents about the importance of pre-school education is paramount. In this
context, we conclude that the role and importance of pre-school institutions in
the overall development of children, in particular in the development of
language and communication skills, is the primary, and the key to good
development in later periods.

Keywords

families, kindergartens, preparatory classes, preschool institutions, sustainable development and all-things personality

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