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Almost any media presented topic concerning the educational system sparks up a "passionate", though not always completely professional, matter-of-fact discussion – whether it is the state school-leaving exam, unified entrance examination at high schools or tuition fees at universities. In recent weeks and months, the main educational topic is the introduction of compulsory last year in preschools (nursery schools). In this context, it is possible to quote from the work of Otakar Kádner (1925, p. 3): "It cannot be denied that even in the countries most advanced in cultural terms, the public itself does not view education properly, certainly always underestimating and ignoring it in contrast to other spiritual disciplines. While it is true that there is an undoubted interest in practical educational issues abroad and in our country, that the public seeks consistently and adamantly new and often very radical adjustments to all education, that copious quantities of articles, books and essays of this kind swarm, and that the idea rules that one can change in a whiplash centuries-old tradition [. . . ] which itself is difficult to navigate, for there are in all of it no unifying ideas or single world-view, but to the contrary, everything seems to be in the ferment of transformation, for education has the same fate in this regard as medicine does: everyone thinks he understands these disciplines without any preparation, and so everyone dares to write and talk about these issues without professional studies and only in his fragmentary experience, which is often adopted second-handedly from a descend of God-knows-how-remote origin." Kádner confirms the fact that dealing with the topics related to education, we will always be walking on the thin ice of laity. The central idea for the introduction of systemic changes, which is what the extension of compulsory schooling represents, is to provide socially disadvantaged children (children from socially unstimulating environment) a chance to increase their school success. It is not possible to disagree with the fact that systematic preschool education is very important for children from unstimulating environments, however, it is not possible to agree with the proposed manner and procedure. The main arguments are primarily listed at the end of this contribution.

DOES THE COMPULSORY LAST PRESCHOOL YEAR PRESENT A SOLUTION FOR SOCIALLY HANDICAPPED CHILDREN?