REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE JOURNAL OF ELEMENTARY EDUCATION Vol. 18, Spec. Issue, pp. 9–25, September 2025 TEACHERS’ OPINIONS ON KINDERGARTEN ADMISSION STANDARDS: RISKS TO TODDLER WELL- BEING? Potrjeno/Accepted 18. 7. 2025 Objavljeno/Published 5. 9. 2025 BARBORA LOUDOVÁ STRALCZYNSKÁ 1 , MILENA LIPNICKÁ 2 & VLASTIMIL CHYTRÝ 3 1 Charles University, Faculty of Education, Czech Republic 2 Matej Bel University, Faculty of Education, Slovak Republic 3 Jan Evangelista Purkyně University in Ústí nad Labem, Faculty of Education, Czech Republic CORRESPONDING AUTHOR/KORESPONDENČNI AVTOR barbora.loudova@pedf.cuni.cz Keywords: pre-school Teachers, Admission Standards, Toddlers, Kindergarten, Child Well-Being. Ključne besede: vzgojitelji v vrtcih, merila za sprejem, malčki, vrtec, dobrobit otrok. UDK/UDC: 373.2(437.3+437.6) Abstract/Izvleček The aim of this paper is to present the opinions of teachers on the standards for admitting toddlers to kindergartens in the Czech Republic and Slovakia, and to discuss these standards in relation to the risks to children’s well-being. Opinions were obtained through a quantitative survey among teachers from the Czech Republic (n=574) and Slovakia (n=593) in 2023. Results showed that most teachers do not support the admission of children under three to kindergartens. They conditionally support admission based on self-care skills, hygiene habits, and socio- emotional independence, which do not match typical toddler development, posing pressure on the child and family. Mnenja učiteljev o merilih za sprejem v vrtec: Tveganje za dobrobit malčkov? Namen tega prispevka je predstaviti mnenja vzgojiteljev o merilih za sprejem malčkov v vrtce na Češkem in Slovaškem ter razpravljati o teh merilih v povezavi z nevarnostmi za dobrobit otrok. Kvantitativna raziskava med vzgojitelji iz Češke (n=574) in Slovaške (n=593) leta 2023 je pokazala, da večina vzgojiteljev ne podpira sprejema otrok, mlajših od treh let, v vrtce. Sprejem podpirajo pogojno, glede na otrokove samostojne veščine, higienske navade ter socialno in čustveno neodvisnost. Pričakovanje izpolnjevanja teh meril je redko in predstavlja pritisk na otroka in družino, kar je škodljivo za dobrobit otroka ob začetku predšolske vzgoje. DOI https://doi.org/10.18690/rei.5393 Besedilo / Text © 2025 Avtor(ji) / The Author(s) To delo je objavljeno pod licenco Creative Commons CC BY Priznanje avtorstva 4.0 Mednarodna. Uporabnikom je dovoljeno tako nekomercialno kot tudi komercialno reproduciranje, distribuiranje, dajanje v najem, javna priobčitev in predelava avtorskega dela, pod pogojem, da navedejo avtorja izvirnega dela. (https://creativecommons.org/licenses/by/4.0/). 10 REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE/POSEBNA ŠTEVILKA JOURNAL OF ELEMENTARY EDUCATION/SPECIAL ISSUE Introduction Over the past two decades, the enrolment of children under three in early childhood education (ECE) has risen across Europe (OECD, 2024), driven by economic pressures on families, policy efforts to boost parental workforce participation (European Council, 2022), and evidence highlighting the developmental benefits of high-quality ECE (Barnett, 2008; European Commission, 2025; McClelland et al., 2006; OECD, 2025; Schweinhart and Weikart, 1997). While all European countries mandate pre-school curricula and most provide national guidelines for children under three, admission standards remain decentralized. Instead of uniform regulations, decisions are left to kindergarten heads or founders, leading to varying expectations of children’s readiness (European Commission, 2023; Gill et al., 2006). This flexibility allows institutions to adapt to local conditions but may also impose developmentally misaligned demands on young children. Research on kindergarten readiness has primarily focused on North America, where ECE emphasizes responsive caregiving and inclusive pedagogy, typically assessing expectations for children aged 5 to 7 (Baucom et al., 2023; Fan et al., 2023; Gill et al., 2006; Robinson and Diamond, 2014; Skinner, 2018; Urbina-Garcia and Kyriacou, 2018). Comparative empirical data on admission standards and developmental expectations for toddlers remain scarce. A responsive ECE model should address children’s and parents’ needs, ensuring that preschool conditions adapt to developmental and family contexts. Prioritizing children’s well-being is essential, as high-quality ECE programs significantly enhance social-emotional development and stress regulation (Laevers, F., and Declercq, 2018; Li-Grining et al., 2021; Sandseter and Seland, 2016; Van Laere and Boudry, 2019). Understanding teachers’ views on kindergarten readiness and admission standards provides insight into the ongoing shift towards practices aligned with European recommendations for high-quality ECE (European Council, 2019). Kindergarten standards and readiness Bronfenbrenner’s Ecological Model of Development (1994) provides a framework for understanding kindergarten readiness through environmental influences on child development. Kindergarten readiness is an important predictor of children’s successful transition to formal education (Duncan and Magnuson, 2013; Sharma et al., 2022). Readiness is primarily indicated by academic competences, self-regulation, and attentional control (Blair and Raver, 2015). B. Loudová Stralczynská, M. Lipnická & Vlastimil Chytrý: Teachers’ Opinions on Kindergarten Admission Standards: Risks to Toddler Well-Being? 11 Assessing and monitoring readiness is essential because of its profound and lasting impact on overall child development (Fitzpatrick, 2020). Even prior to kindergarten entry, disparities among different demographic groups emerge, often leading to long-term developmental consequences (Reardon and Portilla, 2016). Positive microsystem interactions, such as family and preschool relationships, foster essential social, emotional, and cognitive skills (Hatcher et al., 2012). The mesosystem highlights the importance of support between home and kindergarten (Fan et al., 2024). Significant challenges persist in fostering family engagement and ensuring effective communication between families and schools (Sheridan et al., 2011). The exosystem encompasses broader social systems, such as legal frameworks and community resources, that indirectly influence the transition. Cultural values within the macrosystem and time-related factors in the chronosystem further shape readiness (Fan et al., 2024). The broader societal perspective on kindergarten entry is evolving from a narrow focus on the child’s individual readiness to a more dynamic, interactional model (Zhang et al., 2023). This model acknowledges the collective influence of children, families, educators, and kindergarten staff in facilitating a successful transition to preschool education (OECD, 2017). Admission processes and standards for kindergarten entry in selected countries In the Czech Republic and Slovakia, early childhood education (ECE) follows a split system model (European Commission, 2025). Children under three are usually cared for at home or in separate nursery-type settings, while kindergartens (mateřské školy) serve children aged three to six within the formal education system. Admission of two-year-olds is not automatic and depends on the decision of the kindergarten head. In Czechia, kindergartens prioritize children aged three and older from the catchment area. Children under three may be admitted if they meet developmental expectations outlined in the national curriculum, with decisions based on institutional conditions (MEYS, 2021; 2025). In Slovakia, Act 273/2021 allows the admission of two-year-olds if capacity, staff, and resources permit. Neither country has national kindergarten readiness standards. Admission criteria are determined locally by kindergarten heads and commonly include expectations of social maturity, hygiene routines, and basic self-care (Lipnická et al., 2024). Although no toddler- specific curriculum exists, kindergartens have admitted two-year-olds for over two decades. In Czechia, toddler enrolment peaked at 12.3% in 2017–2019, declining to 12 REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE/POSEBNA ŠTEVILKA JOURNAL OF ELEMENTARY EDUCATION/SPECIAL ISSUE 8.8% (31,927 children) in 2023/2024 (MEYS, 2024). In Slovakia, the average is 4.8%, with 4.9% (8,859 children) in 2024/2025 (CVTI, 2025). The aim of this paper is to present the opinions of teachers on the standards for admitting toddlers to kindergartens in the Czech Republic and Slovakia, and to discuss these standards in relation to the risks to children’s well-being. The focus is on two-year-old children, since this age group increasingly constitutes a significant portion of preschool entrants in both countries (OECD, 2024). Research objectives This study aims to explore teachers’ opinions on the admission standards for two- year-old children to kindergartens in the Czech Republic and Slovakia. The research was guided by the following research questions: RQ1: What are the teachers’ opinions on admitting toddlers to kindergarten? RQ2: What standards do the teachers expect for toddlers to be admitted to kindergarten? The aim of this study was to perform a descriptive analysis and comparison of respondents’ perspectives, along with the developmental and behavioural expectations placed on children. The research sought to investigate the underlying relationships between teachers’ stated views on admission standards, and requirements for children and their professional education and training. Methods The study surveyed 1,167 kindergarten teachers – 574 from the Czech Republic (via the National Institute of Education, Prague) and 593 from Slovakia (via Matej Bel University, Banská Bystrica). Respondents Respondents averaged 22.1 years of teaching experience. Professional practice was defined as the number of years working as a kindergarten teacher, as reported in the demographic section. In Slovakia, 62% were teachers and 38% kindergarten heads, while in the Czech Republic, 47% were teachers and 53% kindergarten heads. Secondary education was completed by 42.5% of Slovak and 50% of Czech teachers. Among university graduates, 26.5% of Slovak and 49.6% of Czech teachers held a bachelor’s degree, 69.5% and 48.6% a master’s, and 4% and 1.8% a doctorate. B. Loudová Stralczynská, M. Lipnická & Vlastimil Chytrý: Teachers’ Opinions on Kindergarten Admission Standards: Risks to Toddler Well-Being? 13 Professionally, 81.5% of Slovak and 87% of Czech teachers had experience with two-year-olds, while 97% and 94.4% reported experience with this age group in either a family or professional context. Instrument and Procedure Method of data acquisition The study used a custom online questionnaire administered via SURVIO in spring 2023. It comprised twenty-eight closed-ended and one open-ended item. The first five addressed demographics (role, experience, qualifications, familiarity with two- year-olds). Seven items used yes/no responses; seventeen employed a 5-point Likert scale to assess opinions. The final open-ended item invited reflections on the adaptation of two- and three-year-olds to kindergarten. This paper analyses the section of the questionnaire focused on expected toddler standards, comprising five demographic items, 10 Likert items, five dichotomous items, and one open-ended item. To ensure content validity, we developed these items based on theoretical knowledge of education and care for two-year-olds and consulted with ECE experts to cover key themes. Particular attention was paid to clarity, precision, and factual accuracy during item design. Teachers’ views on toddler enrolment were examined in relation to their training, childcare perspectives, and toddler developmental characteristics. For descriptive analysis, Likert (Table 1) and dichotomous items (Table 2) were categorised accordingly. Reliability was assessed separately for the Czech and Slovak versions using Cronbach’s alpha and split-half reliability (corrected by the Spearman-Brown formula). For the Czech version, Cronbach’s alpha was 0.67 and split-half reliability 0.79 – acceptable for shorter scales or early-stage tools. In the Slovak version, values were slightly higher: alpha = 0.72 and split-half = 0.87, indicating good internal consistency and supporting overall reliability in both versions. Table 1 Overview of the thematic focus and wording of the questions in the Likert scales Question number Thematic focus Wording of the question Question 1 Part I: Preparing the respondent to work with toddlers in the study I had the opportunity to learn the specifics of the development of two-year-old children in the theoretical preparation (in the theoretical part of the study) Question 2 I had the opportunity to learn the specifics of the development of two-year-old children in practical training - hospitalization and observation 14 REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE/POSEBNA ŠTEVILKA JOURNAL OF ELEMENTARY EDUCATION/SPECIAL ISSUE Question 3 I had the opportunity to learn how to plan educational activities for two-year-olds Question 4 I had the opportunity to implement educational activities for two-year-old children Question 5 Part II: Suitable place of care for toddlers Two-year-olds should not be admitted to kindergartens, as nursery-type groups or facilities are more suitable for them. Question 6 Two-year-old children should not be admitted to kindergarten because the mother (parent) can stay on parental leave until the child is 3 years old. Question 7 Part III: Characteristics of the toddler affecting his/her inclusion in kindergarten The child’s ability to concentrate makes it difficult to educate two-year-olds in kindergarten. Question 8 The ability of the child to communicate makes it difficult to educate him/her in kindergarten. Question 9 The greater need for sleep makes it more difficult to educate him/her in kindergarten. Question 10 Frequent alternation of emotions in a child makes it difficult for him/her to learn in kindergarten. Table 2 Summary of the wording of dichotomous questions focusing on the standards expected of a toddler upon kindergarten entry Question number Thematic focus Question 11 A two-year- old child can be admitted to kindergarten when no longer wearing diapers Question 12 does not use a pacifier Question 13 performs simple self-care tasks with little help (puts on parts of his/her clothes, puts on shoes, washes hands, etc.) Question 14 can handle separation from mother/parent for at least 4 hours Question 15 can function in a social group Data processing methods Data were analysed in stages: outliers were removed using the inner fences method, and descriptive statistics (mean, median, mode, SD) summarised responses. Given the ordinal nature of Likert data, non-parametric tests were applied—Mann-Whitney U for two-group (CZ/SK) comparisons, and Kruskal-Wallis with post hoc (Dunn’s, Nemenyi’s) for multiple groups. Spearman’s rank correlation assessed relationships, and effect sizes (Cohen’s d, η²) indicated practical significance. Results Descriptive statistics of the responses focused on selected items from the questionnaire. It provided us with data-based responses to two research questions. B. Loudová Stralczynská, M. Lipnická & Vlastimil Chytrý: Teachers’ Opinions on Kindergarten Admission Standards: Risks to Toddler Well-Being? 15 RQ1: Teachers’ opinions on admitting toddlers to kindergarten. Results are based on ten Likert items rated from 1 (strongly disagree) to 5 (strongly agree). Table 3 Descriptive analysis for individual Likert scale questions – respondent’s preparation for working with toddlers in the study (1-4), appropriate place to provide care for toddlers (5-6), toddler characteristics affecting toddler enrolment in kindergarten (7-10) CZ SK Question Mean Median Mode SD Max Min Mean Median Mode SD Max Min Question 1 2.91 3.00 3.00 1.37 5.00 1.00 3.07 3.00 3.00 1.46 5.00 1.00 Question 2 2.37 2.00 1.00 1.37 5.00 1.00 2.26 2.00 1.00 1.46 5.00 1.00 Question 3 2.23 2.00 1.00 1.27 5.00 1.00 2.25 2.00 1.00 1.42 5.00 1.00 Question 4 2.16 2.00 1.00 1.29 5.00 1.00 2.28 2.00 1.00 1.48 5.00 1.00 Question 5 3.96 4.00 5.00 1.16 5.00 1.00 3.47 4.00 5.00 1.47 5.00 1.00 Question 6 3.64 4.00 5.00 1.22 5.00 1.00 3.15 3.00 5.00 1.49 5.00 1.00 Question 7 4.05 4.00 5.00 1.09 5.00 1.00 3.88 4.00 5.00 1.29 5.00 1.00 Question 8 4.07 4.00 5.00 1.06 5.00 1.00 3.90 4.00 5.00 1.20 5.00 1.00 Question 9 3.86 4.00 5.00 1.14 5.00 1.00 3.45 3.00 5.00 1.35 5.00 1.00 Question 10 3.83 4.00 5.00 1.15 5.00 1.00 3.69 4.00 5.00 1.28 5.00 1.00 Czech and Slovak teachers showed similar agreement on questions 1–10 (Table 3), reporting partial theoretical knowledge of toddler development (meanCZ = 2.91, SD = 1.37; meanSK = 3.07, SD = 1.46). The relatively high standard deviations suggest varied degrees of exposure to this content. Training offered limited opportunities to explore developmental characteristics of two-year-olds through practical sessions or practicum (meanCZ = 2.37, SD = 1.37; meanSK = 2.26, SD = 1.46), again with wide variability. Respondents indicated minimal preparation for planning and implementing educational activities for toddlers. Consequently, attitudes toward toddler admission to kindergartens were largely negative. Most preferred toddlers to attend playgroups or nursery-type settings, citing parental leave policies enabling home care until age three. 16 REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE/POSEBNA ŠTEVILKA JOURNAL OF ELEMENTARY EDUCATION/SPECIAL ISSUE Respondents also agreed that developmental traits – short attention spans, weak communication, and emotional instability – complicate kindergarten integration. Moderate agreement was found regarding toddlers’ increased sleep needs. Differences between Czech and Slovak responses to questions 1–10 are detailed in Table 4. Table 4 Differences in opinions of Czech and Slovak respondents – respondent’s preparation for working with toddlers in the study (1-4), appropriate place to provide care for toddlers (5-6), toddler characteristics affecting toddler enrolment in kindergarten (7-10) Questions CZ SK Average CZ Average SK U Z P Cohen d η 2 Question 1 574 593 2.90 3.06 159549.5 -1.849 0.065 0.108 0.003 Question 2 574 593 2.36 2.26 159294.0 1.893 0.058 0.111 0.003 Question 3 574 593 2.23 2.25 166307.5 0.675 0.500 0.041 <.001 Question 4 574 593 2.16 2.28 168002.0 -0.380 0.704 0.022 <.001 Question 5 574 593 3.96 3.46 140541.5 5.151 0.000 0.305 0.023 Question 6 574 593 3.63 3.15 139380.0 5.353 0.000 0.317 0.025 Question 7 574 593 4.05 3.87 161940.5 1.433 0.152 0.084 0.002 Question 8 574 593 4.06 3.90 159615.5 1.837 0.066 0.108 0.003 Question 9 574 593 3.85 3.45 143045.5 4.716 0.000 0.279 0.019 Question 10 574 593 3.82 3.69 162588.5 1.321 0.187 0.077 0.001 Statistically significant differences between Czech and Slovak respondents were identified only for items 5 (meanCZ = 3.96; meanSK = 3.47), 6 (meanCZ = 3.64; meanSK = 3.15), and 9 (meanCZ = 3.86; meanSK = 3.45), with Czech teachers reporting higher agreement. However, the effect sizes were negligible (d < 0.05), indicating that nationality had limited practical influence. The Kruskal-Wallis test revealed no significant association between level of education and responses across items 1–10. While seven items showed no statistical differences, the remaining three yielded results that were statistically but not practically significant, likely because of the large sample size (Table 5). Spearman’s correlation analysed the relationship between the length of professional practice and the degree of agreement with questions 1–10. Correlation coefficients (R) were consistently low, with negligible determination coefficients (R²). No significant relationships emerged for most questions, except for questions 6, 9, and 10 (p < 0.05). B. Loudová Stralczynská, M. Lipnická & Vlastimil Chytrý: Teachers’ Opinions on Kindergarten Admission Standards: Risks to Toddler Well-Being? 17 However, these results are likely due to the large sample size (N = 1167), since R values ranged from −0.054 to 0.105, indicating minimal practical significance. Overall, professional experience had little to no meaningful impact on response patterns. Table 5 Analysis of the influence of qualification level on respondents’ opinions – respondent’s preparation for working with t o d d l e r s i n t h e s t u d y ( 1 -4), appropriate place to provide care (5-6), toddler characteristics affecting enrolment in kindergarten (7-10) Question K-W test η 2 Cohen’s d Question 1 H (3, N= 1167) =11.71331 p =.0084 .007 .174 Post hoc M.A. – V.S. (p = 0.034) Question 2 H (3, N= 1167) =2.110982 p =.5497 .001 .055 Question 3 H (3, N= 1167) =.7137571 p =.8700 .002 .089 Question 4 H (3, N= 1167) =1.049731 p =.7892 .002 .082 Question 5 H (3, N= 1167) =5.626354 p =.1313 .002 .095 Question 6 H (3, N= 1167) =11.97122 p =.0075 .008 .177 Post hoc B.A. – V.S. (p = 0.040) Question 7 H (3, N= 1167) =10.05430 p =.0181 .006 .156 Post hoc B.A. – V.S. (p = 0.081) Question 8 H (3, N= 1167) =2.307463 p =.5111 .001 .049 Question 9 H (3, N= 1167) =2.567161 p =.4633 .001 .039 Question 10 H (3, N= 1167) =2.423150 p =.4893 .001 .045 The study examined whether experience with two-year-olds in kindergarten influenced responses to questions 1–10 using the Mann-Whitney U test. Statistically significant differences appeared in questions 2, 3, 4, 5, 6, and 9 (p < 0.001), but effect sizes were small (Cohen’s d: 0.214–0.318; η²: 0.011–0.025). No significant differences emerged for questions 1, 7, 8, and 10 (p > 0.05). Although some results were statistically significant, the differences between teachers with experience of working with two-year-olds (either in kindergarten or in a home setting) and those without such experience were minimal, indicating limited practical relevance. RQ2: Standards that teachers expect for toddlers to be admitted to kindergarten Results from the five dichotomous items indicate that most teachers perceive nappy use (80.38%) and difficulty separating from a caregiver for four hours (83.2%) as key barriers (Table 6). It is noteworthy to observe the extent to which teachers are perturbed by minor issues, such as the use of a pacifier, or by a broader range of factors. 18 REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE/POSEBNA ŠTEVILKA JOURNAL OF ELEMENTARY EDUCATION/SPECIAL ISSUE Table 6 Descriptive statistics for questions focusing on the standards expected of a toddler upon kindergarten entry Answers Question 11 no longer wears diapers Question 12 does not use a pacifier Question 13 performs basic self- care with minimal help Question 14 can separate from parent for at least 4 hours Question 15 can function in a group of peers YES 938 724 782 971 672 NO 229 443 385 196 495 Sum 1167 1167 1167 1167 1167 YES 80,38% 62,04% 67,01% 83,20% 57,58% NO 19,62% 37,96% 32,99% 16,80% 42,42% The highest percentage of teachers (35.3%) expect children to meet all specified criteria, followed by those requiring four (20.6%), three (19.8%), or two (7.7%). Nearly 17% are unconcerned with four of the five issues. Table 7 explores correlations between teachers’ concerns and responses to questions 1–10, revealing significant but weak associations. Table 7 Correlation between the standards expected of a toddler upon kindergarten entry and responses to survey questions Questions N R R2 t(N-2) p Question 1 1167 -0.051 0,256% -1.729 0.084 Question 2 1167 -0.063 0,402% -2.169 0.030 Question 3 1167 -0.099 0,976% -3.388 <0.001 Question 4 1167 -0.089 0,801% -3.067 0.002 Question 5 1167 0.166 2,751% 5.740 <0.001 Question 6 1167 0.151 2,287% 5.222 <0.001 Question 7 1167 0.167 2,793% 5.785 <0.001 Question 8 1167 0.158 2,505% 5.471 <0.001 Question 9 1167 0.130 1,682% 4.464 <0.001 Question 10 1167 0.147 2,169% 5.082 <0.001 Teachers do not strictly favour homogeneous groups for toddlers. The data indicate that 30.42% support placing two-year-olds exclusively together, while 57.50% prefer grouping them with two- to three-year-olds. Smaller proportions advocate integration with two- to four-year-olds (7.11%) or two- to six-year-olds (4.97%). Overall, nearly 90% favour placing two-year-olds with same-age peers or slightly older children. B. Loudová Stralczynská, M. Lipnická & Vlastimil Chytrý: Teachers’ Opinions on Kindergarten Admission Standards: Risks to Toddler Well-Being? 19 Discussion The findings of this study offer insights into kindergarten teachers’ perspectives on the admission standards for two-year-old children in the Czech Republic and Slovakia. The results underscore discrepancies between institutional expectations and the developmental capacities of toddlers, raising concerns about their well-being and readiness for structured educational settings. Teachers’ reluctance to admit two-year-olds (RQ1) primarily stems from these children’s limited self-care abilities, inconsistent emotional regulation, and challenges in group integration. These findings align with prior research (Vašinová and Srbená, 2019) emphasizing the importance of developmentally appropriate expectations in ECE (Melhuish et al., 2015). The well-being of toddlers transitioning to kindergarten is significantly influenced by the quality of care and the availability of adequate support systems. Research indicates that high-quality ECE environments can mitigate stress and foster socio-emotional development, if teachers receive comprehensive training and institutional support (Burchinal et al., 2010; Pianta et al., 2009). This study suggests that many respondents lack adequate professional preparation for working with this age group, which likely contributes to their reluctance to support ECE enrolment. Targeted professional development initiatives focusing on responsive caregiving (Pölzl-Stefanec et al., 2023), attachment-based pedagogical strategies, and gradual transition frameworks could alleviate these concerns (Siraj-Blatchford et al., 2011). Teachers in both countries articulated high developmental expectations for two- year-olds (RQ2), particularly regarding self-care skills and independence, which frequently exceed normative developmental milestones. This misalignment places undue stress on both children and their families, potentially leading to adverse emotional and behavioural outcomes (Sabol and Pianta, 2012). Czech teachers exhibited slightly stronger opposition compared to their Slovak counterparts, a difference that may reflect variations in national ECE policies and pedagogical traditions (OECD, 2024). Empirical studies have demonstrated that excessively stringent expectations at this developmental stage can negatively impact children’s self-confidence and adaptive abilities (Rimm-Kaufman et al., 2000). Reforming policy to align admission standards with children’s developmental needs and well-being is imperative (Thomason and La Paro, 2009). Reducing rigid expectations, incorporating individualised adaptation plans, and enhancing teacher- child ratios would facilitate smoother transitions and minimize stress among young 20 REVIJA ZA ELEMENTARNO IZOBRAŽEVANJE/POSEBNA ŠTEVILKA JOURNAL OF ELEMENTARY EDUCATION/SPECIAL ISSUE learners (Lipnická et al., 2024). National frameworks should be grounded in evidence-based best practices, ensuring that kindergartens offer environments that support early learning while safeguarding children’s well-being (Dardanou and Gamst-Nergård, 2020; Flöter at al., 2024; OECD, 2017). Comparative research on ECE policies in Europe could identify best practices for improving the transition experience for toddlers, particularly by examining flexible admission standards and tailored support mechanisms (Urban et al., 2012). Future research should take an interdisciplinary approach, integrating child development, education policy, and social sciences to create admission frameworks aligned with children’s developmental capacities (Woodhead, 2006). A paradigm shift is necessary to bridge the gap between institutional expectations and developmental readiness, ensuring that admission standards support both child wellbeing and family needs in a holistic manner (Brooker, 2008). Limitations This study is limited by its focus on the Czech Republic and Slovakia, reducing generalizability to contexts with different ECE systems. Reliance on self-reporting may introduce response bias, as teacher perspectives do not capture the views of children, parents, or policymakers. While rigorous statistical methods were applied, the use of mainly closed-ended questions may have limited response depth. The low response rate in Slovakia (3%) may affect representativeness. Structural aspects such as kindergarten capacity and teacher working conditions, though crucial to admission policy, were not directly addressed. Qualitative methods could offer further insight. Conclusion This study, conducted among kindergarten teachers in the Czech Republic and Slovakia, used Bronfenbrenner’s Ecological Model (1994) to explore perceptions of toddler admission standards. The findings indicate widespread reservations about enrolling two-year-olds, largely due to concerns about their self-sufficiency, emotional regulation, and group readiness. Current admission criteria-focused on self-care, hygiene, and socio-emotional independence-often exceed typical toddler capabilities. These findings highlight the need to align admission expectations with the developmental capacities of young children. Overly demanding criteria for two-year-olds may limit access and increas B. Loudová Stralczynská, M. Lipnická & Vlastimil Chytrý: Teachers’ Opinions on Kindergarten Admission Standards: Risks to Toddler Well-Being? 21 pressure on families. International research stresses that reducing inequalities in ECE requires flexible, inclusive, and child-centred approaches, especially for the youngest children (OECD, 2025). This calls for competent ECE systems that support equity and ensure high-quality practices (Urban et al., 2012). The analysis highlights inconsistencies in admission procedures stemming from the absence of national frameworks, leading to varied institutional practices, undue pressure on families, and unequal access to ECE. Limited kindergarten capacity and challenging working conditions for teachers further hinder the implementation of inclusive policies. In Bronfenbrenner’s model, teachers’ expectations (microsystem) are shaped by institutional (exosystem) and societal (macrosystem) factors, revealing a misalignment between policy demands and developmental realities. 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Pohled učitelek mateřských škol ve měste Olomouc na zařazování dvouletých dětí do mateřských škol. Magistr. Reflexe primárního a preprimárního vzdělávání ve výzkumu. 7(2), 51–83. Woodhead, M. (2006). Changing perspectives on early childhood: Theory, research and policy. UNESCO. Zhang, J., Wang, X., and Liu, Y. (2023). Effective Educational Measures for Kindergarten School Readiness. Frontiers in Educational Research, 6(4); doi:10.25236/FER.2023.060406. Authors Barbora Loudová Stralczynská, PhD Associate Professor. Charles University, Faculty of Education; Magdalény Rettigové 4, Praha 1, 116 39, Czech Republic, e-mail: barbora.loudova@pedf.cuni.cz Izredna profesorica,. Karlova univerza, Pedagoška fakulteta, Magdalény Rettigové 4, Praha 1, 116 39, Češka, e-pošta: barbora.loudova@pedf.cuni.cz Milena Lipnicka, PhD Associate Professor, Matej Bel University, Faculty of Education, Slovak Republic, Ružová 13, Banská Bystrica, 974 11, Slovak Republic, e-mail:milena.lipnicka@umb.sk Izredna profesorica, Univerza Matej Bel, Pedagoška fakulteta, Ružová 13, Banská Bystrica, 974 11, Slovaška, e-pošta: milena.lipnicka@umb.sk Vlastimil Chytrý, PhD Associate Professor, Jan Evangelista Purkyně University in Ústí nad Labem, Faculty of Education, Hoření 13, 400 96, Ústí nad Labem, Czech Republic, e-mail: vlastimil.chytry@ujep.cz Izredni profesor, Univerza Jan Evangelista Purkyně v Ústí nad Labem, Pedagoška fakulteta, Hoření 13, 400 96, Ústí nad Labem, Češka, e-pošta: vlastimil.chytry@ujep.cz