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Use of Lapbook in Preschool Education
Majerová, Monika ; Laufková, Veronika (advisor) ; Ronková, Jolana (referee)
1 ABSTRACT The diploma thesis deals with the use of a lapbook in preschool education. The introduction of the theoretical part is dedicated to the explanation of the term lapbook and squashbook, the history of the lapbook, its use in Czech education and it aims to introduce this didactic aid. In connection with the theoretical preparation of the teacher for the creation of lapbooks, the theory of multiple intelligences and the types of learning styles are presented, which should be taken into account when planning the content of the lapbook. The positive benefits of working with the lapbooks in the areas of reading, information and mathematical preliteracy are presented. Furthermore, the three-phase E - U - R model, which will also be used in the research, is presented in theory. The practical part is devoted to the use of lapbooks in a kindergarten environment. It aims to compile the steps of teacher preparation for creating a lapbook, the creation of model lapbooks and methodical instructions for their creation. A qualitative approach to the research is applied with the use of case studies, participatory observation, unstructured and semi-structured interview and the analysis of the work with five lapbooks, which were created in the course of almost five months by five children aged 5-6 years. The...
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How schools can motivate students into reading
Smrčková, Eva ; Laufková, Veronika (advisor) ; Starý, Karel (referee)
This work focuses on child readers, specifically on their motivation to read. We still have many children who like to read, but there are also more and more children who are not very interested in books. The motivation of children is important from the toddler age, when they listen to their first children's books being read to them at home. The chosen research goal, through the research method of open interviews, namely with teachers, students and a child psychologist with experience in a pedagogical-psychological consultancy, is to map the factors thanks to which children can naturally gradually learn to be independent readers. The method of content analysis was used to analyze the data from the interviews. The results show that gender plays an important role in reading motivation, with girls preferring romantic stories and boys preferring adventure and action stories. Furthermore, the illustrations play an important role, helping to develop the imagination of the readers. In the case of illustration and its role in reading literacy, the results divide potential child readers into two imaginary camps, where some prefer illustrations precisely for the development of their imagination, and others, on the contrary, avoid illustrations with the explanation that they hinder their own imagination. And...
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Formative Assessment of EFL students' Speaking Skills in an upper-secondary vocational classroom
Mužíková, Jana ; Starý, Karel (advisor) ; Laufková, Veronika (referee) ; Urbánek, Petr (referee)
The thesis Formative Assessment of EFL students' Speaking Skills in an upper-secondary vocational classroom describes attitudes to assessment of three English language teachers at a Czech business academy from the perspective of formative assessment just before the outbreak of Covid-19 pandemic. The case study aims to show what happens behind the classroom door by providing a deep insight into the assessment practices of EFL learning at a Czech secondary vocational school. The theoretical part defines formative assessment as feedback which brings the learner valuable information concerning the knowledge and skills in the process of learning when it is still possible to work on improving the output; it explores different formative strategies in the context of communicative approach to EFL learning, namely Speaking Skills development. The empirical part builds on the qualitative data collection which consisted of several phases and methods: firstly, school documents were analysed to understand the assessment processes in general, followed by the semi-structured individual interviews with a headmistress and three EFL teachers. Student focus groups and three individual interviews with students were carried out to clarify students' approach to their assessment. Most importantly, classroom practices of...
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Working with educational literature in Kindergarten
Steklá, Martina ; Laufková, Veronika (advisor) ; Koželuhová, Eva (referee)
The focus of this master's thesis is the methodological development and implementation of four thematically focused weekly lessons, using educational literature in a preschool setting. The objective is to motivate children's interest in educational books and in acquiring new knowledge through books. The thesis presents an integrative model of reading pre-literacy in relation to educational literature, by interconnecting all the components of a child's activities in a preschool setting, applying critical-thinking methods in a three-phase learning framework (E-R-R - Evocation, Realization of Meaning, Reflection), and using reading strategies designed to enhance the experience of learning from educational books. The theoretical section is concerned with reading literacy. It focuses on reading pre-literacy and an integrative model of reading pre-literacy in relation to educational literature, the importance of exposure to books in preschool, the use of critical thinking methods and reading strategies, the use of educational books, and characteristics of the preschool child when working with educational literature. The practical section is based on action research design, which consists of the implementation of four thematically focused weekly lessons designed to arouse children's interest in...
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Emotional intelligence and her development in kindergarten through working with book
Kašparová, Nikola ; Laufková, Veronika (advisor) ; Koželuhová, Eva (referee)
The diploma thesis deals with the area of development of emotional intelligence in preschool children through work with a book. It deals with the issue of emotional intelligence, its role in the development of the child, in the period of preschool age. The theoretical part is intended to introduce the reader to the issue of emotional intelligence and its relationship to pre-school education. The introduction of the thesis characterizes the period of preschool age and its specifics in connection with the development of emotions. Furthermore, emotions, emotional intelligence and its development importance in the chosen preschool period are defined and the possibilities of its development and appropriate ways of working are suggested (reading strategies, EUR model). In conclusion of the theoretical part, the importance of the development of emotional intelligence in the chosen preschool period is given and suggests the possibilities of its development and appropriate ways of working Within the practical part, the key method was action research, which served to verify the effectiveness of the created lessons based on the EUR model using reading strategies. The author carried out action research in the kindergarten where she works and implemented all the lessons with her class. The evaluation of the...
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Teaching literature in genre-thematic units at the ISCED level in the context of an alternative study programme
Müllerová, Veronika ; Laufková, Veronika (advisor) ; Simonová, Jaroslava (referee)
This thesis, entitled A case study: the teaching of literature in genre-themed units at the ISCED 3 level in the context of an alternative study program, focuses on a, in our environment, non-traditional approach to teaching literature in high schools, based on a unique study program. The thesis consists of two parts - a theoretical part and an empirical part. The theoretical part includes the definition of the term "literary education" along with its insertion into the context of the educational plan outline for high schools. Furthermore, the definition of the term "alternative schooling" is given, and the terms that are subsequently used in the empirical part - reading and reading literacy, formative assessment, Content and Language Integrated Learning, and tandem teaching - are also defined. Finally, the period of adolescence is described, with an emphasis on the psychological and social characteristics of an individual. The aim of the empirical part was to describe how teaching takes place in an alternative study program at the ISCED 3 level, with an emphasis on the teaching of literature arranged into genre-themed units. From this, the sub-objectives unfolded, which were: to implant the alternative study program into the context of the given school; to describe how the study of the alternative...
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