Diagnosis as the foundation of early pedagogical help for children in kindergarten

• Barbara Cygan ^[1]
  1. [1] Pedagogical University of Cracow
• Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 11, Nº. 1, 2017 (Ejemplar dedicado a: Art in education and therapy of the child), págs. 29-49
• Idioma: inglés
• Enlaces
  • Texto completo
• Resumen

  • This publication is devoted to the issue of pre-diagnosis and its role in the early detection of problems / delays / disharmony or developmental disorders in children at this age. Preschool diagnosis, supported by observation, is often the first study on the basis of which the regularity or irregularity of a child’s development can be stated. It is the duty of teachers in relation to the results of this diagnosis to take action to support the development of a child diagnosed with problems / delays / disharmony and disorder in order to reduce them. Early diagnosis and, consequently, early action enable one to avoid deepening the problems / disorders / disharmony or delays, and allow the child to function in the family and society.