School ability

from Wikipedia, the free encyclopedia

Under Schulfähigkeit one summarizes the physical and mental, emotional and social development of a child together, which at the time of enrollment is required as a prerequisite for teaching. In the past, people also spoke of school-leaving qualifications .

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Physical and health requirements

A formal criterion is age . The key date of the year for compulsory school entry is set differently depending on the federal state in Germany. Anyone who has completed their sixth year of life by the set date must attend the first school class after the long vacation . For children who were born after the deadline, a test can be carried out at the request of the parents , in which it is examined whether the child is fit for school or can still be postponed from attending school.

Cognitive requirements

Another criterion are e.g. B. the language skills . Many German federal states test the language skills of children who will be required to attend school in the following school year , for example in North Rhine-Westphalia with the Delfin-4 test . If children do not speak and understand German well enough or if they are not classified as mature enough by the examining psychologist , they must first attend remedial classes or wait another year for school enrollment . However, this does not apply to children whose language skills are insufficient due to a migration background.

Motivational and social requirements

So z. This means, for example, the motivation and willingness to make an effort to maintain attention long enough, as well as the ability to deal with age-appropriate social situations without fear and to be independent enough to be independent of constant direct attention from adults.

However, it should be noted that the child is not already a finished school child from the first day of school, but only gradually becomes one in the real sense in the course of schooling.

In Switzerland , children do not start school until they are six years old.

Emotional requirements

The influential American pediatrician T. Berry Brazelton defined school aptitude as the basic ability to learn , which he believes comprises seven facets:

As Daniel Goleman pointed out, all of these individual competencies are dimensions of emotional intelligence .

Test procedure

  1. Assessment sheet for educators to diagnose school aptitude (BEDS)
  2. Göppingen language-free school aptitude test (GSS)
  3. Kettwig school entrance test (KST)
  4. Kiel training procedure (KEV)
  5. Reutlinger Test for School Beginners (RTS)

literature

  • B. Ebbert: Promote school ability - recognize learning problems, strengthen basic skills. Don Bosco, Munich 2010, ISBN 978-3-7698-1799-7 .
  • W. Griebel, R. Niesel: From kindergarten to school: A transition for the whole family. Education, upbringing, care for children in Bavaria. In: IFP Info Service. 4 (2), 1999, pp. 8-13.
  • G. Klein: Make children fit for school? To the discussion about a successful start to school. In: Kindergarten Today. 1, 1999, pp. 7-13.
  • H. Nickel: The problem of school enrollment from an ecological-systemic perspective. In: Psychology in Education and Teaching. 37, 1990, pp. 217-227.
  • R. Oerter: School as Environment. In: R. Oerter, L. Montada (Ed.): Developmental Psychology. 3. Edition. Beltz, Weinheim 1995, pp. 277-295.
  • PB Sikorski, R.-D. Thiel, H. Kucher: On the postponement practice in Baden-Württemberg. (= LEU report. 88/2).
  • PB Sikorski: Bibliography on the subject of “school readiness”. (= LEU report. 88/9).
  • R.-D. Thiel, C. Rothe, PB Sikorski, H. Kucher: Considerations on the subject of "school readiness". (= LEU report. 88/8).
  • R.-D. Thiel, PB Sikorski: Draft of a catalog of criteria for a uniform procedure when postponing attending primary school. (= LEU report. 89/4).
  • W.-W. Wolfram: How do children cope with primary school? What the new schooling practice means. Pp. 16-20.

Web links

Individual evidence

  1. ^ T. Berry Brazelton: Head Start: The Emotional Foundations of School Readiness. National Center for Clinical Infant Programs, Arlington, Virginia 1992.
  2. ^ Daniel Goleman: Emotional Intelligence. Why It Can Matter More Than IQ . 1st edition. Bantam, New York 1995, ISBN 0-553-09503-X , pp. 193 .