National Repository of Grey Literature 2 records found  Search took 0.00 seconds. 
Role of coordination between drawing and writing in the development toward school readiness
Kylarová, Helena ; Klusák, Miroslav (advisor) ; Viktorová, Ida (referee)
In this diploma thesis we build on the topic of mental operation used in Jirásek's orientation test of school readiness. We aim to explain which mental operations are crucial for acquiring the skill of looped writing reproducing. We are looking for children's ideas about writing, in particular for their way of expressing the ideas about looped writing. Our theory is based on Piagetian approach and we also do a comparison to other authors, namely Anette Karmiloff Smith, Emilia Ferreiro and Ana Teberosky, Esther Adi-Japha and Norman Freeman. Data obtained using cross-sectional research on preschool children (of age from three to six years) suggest that there is a link between a success in the test of looped writting reproducing and iconicity overcoming. On the other hand, no link was found between acquiring the skill of quazi-iconicity and looped writting reproducing. KEYWORDS Preschool age, test of school readiness, looped writing, mental operation, iconicity, quazi- iconicity, cross-sectional research.
Developmental stages in the ability of a child to write at preschool age
Kylarová, Helena ; Viktorová, Ida (advisor) ; Pecha Šimotová, Eva (referee)
The goal of this bachelor thesis is to explain the progress in writing skills development and phonological segmentation of children in preschool age. This work is based on research of Emilia Ferreiro and Sofie Vernon and on research of Constance Kamii and Maryann Manning. Combination of these theories and the methods were integrated in the experimental part of this work. Participants got three task. The task focused on phonological segmentation was chosen from the research of Ferreiro and the task aimed at the ability of writing was chosen from the research of Kamii and Manning. Additionally a task focused on "reading with pictures" was chosen from the research of Ferreiro. These tasks were administrated as an experiment on the sample of fourteen children in preschool age. The results were interpreted separately for each children followed by a complex elaboration of the relation between the development of writing and the development of ability to segment words. According to the results, these two categorizations are in relation. In addition there is one chapter aimed at specificities in products of children. The results are in a form of a hypotheses.

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