Abstract

In studies of school readiness, typically the main component of measurement is the cognitive aspect. The authors have attempted to evaluate educational readiness in the areas which receive less focus: a) social, in the scope of relationships with peers, adults and rule obedience; b) emotional, in the scope of emotion control, emotional sensitivity and motivation. The study covered five-year-old children (n = 30) and six-year-olds (n = 30). The Scale for Educational Readiness of 5-year-olds (SGE-5) was used. Statistically significant differences in all the aspects of the evaluated competences have been observed. It is worth stressing that despite differences the children studied have attained average and high levels of socio-emotional school readiness. In the group no instances of low education, social and emotional readiness have been observed. The intensity of the discussion about the socio-emotional development of five-year-old children in the context of school readiness fluctuates as the conditions of the educational system change, but it is worth undertaking due to the broad scope of these competences and the lack of clear agreement on the set of indices to be used to measure them.