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Collective responsibility in moral judgment of school age children
Beranová, Anežka ; Klusák, Miroslav (advisor) ; Hříbková, Lenka (referee)
The issue of collective punishments is still relevant today. For example, if one child broke something and parents or teacher cannot find out who did it, what is the best to be done? Punish no one or all group, innocent including? According to the law of our society the innocent should not be punished but it is not relevant for school or family. On the contrary the collective punishment is common there. It is a matter of opinion and of course there are another circumstances in each particular guilt so it is difficult to say what kind of punishments is adequate and righteous which is not always the same thing. However what is the opinion of children themselves? And what does it tell us about their moral development? What is the school age children judgment of collective punishments and the collective responsibility? Jean Piaget asked these questions himself in his research of the collective responsibility in the moral judgment of school age children. His expectation was that the children's understanding of the collective responsibility will be similar as the understanding of "primitive" society. That means at first place there will be a believe in a punishment as a mystical act which will clean the society contaminated with a crime and does not matter who will be punished. However this expectation...
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Learning about social life and institutions in younger school-age in case of mild mental retardation
Vojtíšková, Marika ; Klusák, Miroslav (advisor) ; Hříbková, Lenka (referee)
This bachelor thesis deals with learning about social life and institutions in case of children with mild mental retardation. The authoress summarizes the Jean Piaget's theory of moral development (especially known from studies The Moral Judgment of the Child and La psychologie de l'enfant), anteriorly each stage (anomy; heteronomy; autonomy). This theory is compared to learning about social life and institutions as described in Czech Framework Education Programme (Rámcový vzdělávací program), called Man and His World. The core of this text is using Piaget's and his followers' research methods on a sample of children with mild mental retardation from the Prague practical school named LOPES. The structured interview method examined probands of two age groups understanding three stories containing different types of morally problematic situations (telling untruth, property damage, causing an unpleasant situation). Text also describes pilot study that helps to set method more accurate. The bachelor thesis at its end provides a summary of research results and their reflection by special educational teacher (without knowledge of the sample of children). That verifies the wider validity of conclusions and lays the foundation for further research.
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Social-emotional characteristics of gifted children at preschool age
Bartoňová, Anna ; Hříbková, Lenka (advisor) ; High, Radka (referee)
This thesis deals with the issue of gifted pre-school children. The aim of this work is to identify and describe the socio-emotional characteristics of gifted preschoolers. The theoretical part focuses on general definitions of giftedness and talent, general characteristics of gifted preschoolers and their identifying. It also focuses on the characteristics reported in the literature with a particular emphasis on socio-emotional area. In the empirical part, which uses qualitative methodology, six preschoolers, who were labeled as gifted by their teachers were observed. The main methods included naturalistic observation and structured interviews with teachers of gifted children. Based on my observation I found that some socio-emotional symptoms occured more widely in the observed gifted children. Firstly almost all the observed children held the positions of group leader. They often communicated with authorities more often confidently and without shyness. Most of them had a strong need to inform the teacher about something or to boast about something. Most of the observed children had close friends in the class. For each one of them, a collective game predominates and they divide tasks among their peers or they rebuke them. Most of the observed children had much enthusiasm for activities and during...
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Conception of responsibility in school-aged children
Bártová, Ludmila ; Klusák, Miroslav (advisor) ; Hříbková, Lenka (referee)
This study is based on the research work on moral development written by J. Piaget. It is focused on a development of responsibility (on the child view on responsible behaviour in different age) and on an upbringing to responsibility. Study proceeds from structured interviews with children at the age of 4-13 years. There was used qualitative processing focused on an aspect of development. As a result of presented study there was found out the development of responsibility in three areas. Responsibility for rules develops from an obedience, through justice to equity. Responsibility for social environment develops from politeness to friends to politeness in general and from respecting the law of small groups to respecting the law of big groups. Responsibility for one own thinking develops from black-and-white views to reasoning in the context. Research next discusses the use of expiatory punishment and punishment by reciprocity in upbringing. This study is of benefit to closer view on the responsibility in it's own meaning. There is an inspiration for upbringing children to responsible behaviour. Results can also be a source for future studies in the area of moral development. Key words: responsibility, justice, obedience, expiation punishment, punishment by reciprocity, reasoning in the context.
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Joseph Brodsky and the Czech Republic
Stashevska, Kateryna ; Hlaváček, Antonín (advisor) ; Hříbková, Lenka (referee)
The thesis follows the emergence of Joseph Brodsky`s work in the Czech Republic, it comments on the very first publications. The author enumerates and describes all of the Czech translations: poetic and prosaic (essays, dramas and dialogues) . Present work proposes very detailed analysis of translated poetry (translations were made by different authors from 1960`s till nowadays), characterizes stylistic approaches, methods of translation and provides comparison. The author gives information about Saint-Petersburg`s meetings of Joseph Brodsky and Václav Daněk - Czech poet and his further translator. On the basis of interviews, dialogues and memoires of the contemporaries the work illustrates poet`s attitude to famous people of Czech culture; it also mentions poetic translations of Joseph Brodsky made from Czech language. The work demonstrates Brodsky`s opinion on the creation of good translation. Also the author presents a number of Czech articles devoted to Josepf Brodsky and his work.
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Cognitive processing of a child with autism
Čížková, Kristýna ; Sotáková, Hana (advisor) ; Hříbková, Lenka (referee)
The aim of this work is to describe cognitive processing of a child with autistic spectrum disorder, to pause on its mechanisms and causes. The first part of the work presents a theoretical background for following interpretation of the data acquired in the research. Firstly it briefly defines autistic spectrum disorders, cognitive functioning of individuals with the disorder and above all two main psychological theories of autism: Theory of Mind (S. B. Cohen) and Weak Central Coherence Theory (U. Frith). The second part of the work recounts a process of the research. Its focus lies in a long-lasting work with a girl with autistic spectrum disorder and a girl from intact population. The both girls went through standard theory of mind tests, reading exams aimed at apprehension and mathematic written exercises. Research data come mainly from following interviews with the girls and observation of their procedure of thinking. Gained data were confronted with the mentioned psychological theories of autism. Final analysis shows typical characteristics of cognitive processing of the particular child with autism: detail focusing, physical thinking and perseverance.
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Dynamic approach to Educational and Psychological assessment and Intervation in Kindergarten.
Krejčová, Kristýna ; Šírová, Eva (advisor) ; Kucharská, Anna (referee) ; Hříbková, Lenka (referee)
Dynamic assessment constitutes an alternative diagnostic approach, focused on revelation of the tested person's learning potential, which is reached and observed via the emphasis on the process of the achievement. It aims at meaningful connection with the intervention that immediately makes use of diagnostic findings to support the development of an individual's abilities. This work summarizes essential information about the mentioned diagnostic trend - its characteristic, a definition compared to conventional ways of testing and historical development. It investigates some possibilities of its utilization, especially in the area of preschool diagnostic and education, and creates a basis for an instrument of the effective prevention of educational and behavioural difficulties during the first years of the school attendance.
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Enter a Gifted Child to School
Votrubová, Alena ; Hříbková, Lenka (advisor) ; Trpišovská, Dobromila (referee)
This bachelor thesis presents a case study of a gifted child under six years old entering a school. The aim is to identify the positive and negative aspects of a child's adaptation to school. My project focuses on the following research questions: 1. How a child under six years old adapts to a social group in the first class? 2. How does a child under six years old manage the demands of learning in the first class? To this purpose, I record the personality traits and social manifestations of the gifted child and relate them to the school teaching. Furthermore, I monitor the child's adaptation to the new environment, school work, teacher and peers. In the given case study, I observed the child in the classroom during the period September to December 2011 (in total 30 teaching hours) and conducted interviews with the classroom teacher, gifted child, and his parents. The data were processed qualitatively using grounded theory approach. The obtained findings were further analysed and confronted with the scientific literature. Data analysis showed that the observed child managed the learning requirements well and that his case resulted in successful premature training. The research also showed that the gifted child under six years old adapts well to the first grade social group, despite some minor...
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Influence of spirituality over death attitudes
Pavelková, Monika ; Soukupová, Tereza (advisor) ; Hříbková, Lenka (referee)
Bc. Monika Pavelková ABSTRACT The aim of the paper is to study closely the influence of spirituality on attitude towards death among people who find themselves in a situation of proximity to death. Due to the fact that spirituality proves to be a significant factor influencing the process of accepting death, increasing attention is paid nowadays to the spiritual component of personality and to saturation of its spiritual needs. Spirituality is understood in a broader sense as relation towards sanctity of either a religious or an irreligious person. Another aspect is the means by which the person comes to terms with own spirituality, whether it is intrinsic and becomes the goal of the person's life-long endeavour, or it can be described as extrinsic because it does not permeate his or her everyday reality. Spiritual orientation of a person is projected into his or her values and goals, it determines the way towards the meaning of life, which exceeds the person proper. V. E. Frankl speaks about reaching the meaning of life through self- transcendence by way of realization of values of creation, experiences and attitudes. A pronounced element of spirituality and attitude towards death is the belief in life after death, be it literal or symbolic, with reference to Terror Management Theory or Meaning Management...
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