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Cooperation and cognition in inclusive art education class
Mladá, Helena ; Novotná, Magdalena (advisor) ; Jakubcová Hajdušková, Lucie (referee)
Thethesis is related to my bachelor'sthesisand focuseson formsofcollaboration in an inclusive heterogeneous classroom in art classes aimed at the development of social interaction, cognition and the creation of visual imagery. It aims to explore the possibilities of the collaborative process of creating visual statements as a tool for mutual cognition and communication of different forms of relating to and grasping the world around us. The theoretical part of the thesis is devoted to the background of inclusive art education and the social paradigm of pupils with special educational needs. A chapter on the art of collaboration is included as a context of visual art culture related to mutual knowledge and cooperation. Furthermore,the thesis elaboratesthe theme of creation as a distinctiveway of cognition,which at the same time offers possibilities of participation in the creation of the contents of collaborative art education in specific art education classes. The second part of the thesis is devoted to qualitative research carried out in a private inclusive school. The case study focused on exploring situations in art education lessons in grades 7 and 9. A cartographic method was used as a parallel to the case study design. The core of the research investigation was to observe the process of art...
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Climate of a school class at a primary school
Kubíčková, Anna ; Hejlová, Helena (advisor) ; Nekardová, Barbora (referee)
This diploma thesis focuses on the social climate in primary school classrooms. It aims to assess whether classroom teachers have an overview of the social climate in their classes. The thesis is divided into theoretical and practical part. The theoretical part examines the social climate of the classroom and the school. Additionally, it deals with aspects of inclusion and integration in the educational environment, as well as classroom management strategies that influence the classroom social climate. In the practical part, teachers' characteristics of the climate in their class are compared with the results of climate examinations conducted in their classes. The research happened in three classrooms and combined qualitative and quantitative approach. Three instruments were used for data collection: a questionnaire, interviews, and a observation. During the research evaluation phase, the averaged student responses in the questionnaire were compared with the teachers' responses, and data triangulation was performed. The completed questionnaires were compared not only with each other, but with the teachers' characteristic of the classroom climate obtained through interviews and observations as well. The research findings indicate that the teachers' perceptions of the social climate in their...
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Individualization in music education in heterogeneous classroom at the first level of primary school with regard to current trends in education
Růžičková, Veronika
This dissertation thesis deals with individualization in music education in a heterogeneous class- room at the first level of primary school. The theoretical part focuses on the turnaround in edu- cation that occurred with the advent of reform pedagogy, bringing about efforts to change teaching,differentiation of studentsand curriculum,individualization of learning, and specialed- ucation projects. The text organizes the findings of general pedagogy, which are followed by the principles and suggestions of the disciplinary didactics concerning the teaching of music educa- tion. At the same time, the specifics that distinguish music education from other subjects and influence the feasibility of individualization or the choice of appropriate methods are presented. The chronological arrangement of the findings from the general and disciplinary didactics is completed with a description of the situation in the present school. This is characterised by the 'diverse classroom', in which pupils with different talents, from different family back- grounds, with different attitudes to education, music and culture, or speaking different mother tongues learn together. The elaboration of the topic takes into account the current trends in education (formulated in the Strategy for Education Policy of the Czech...
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Heterogeneous classroom social climate in kindergarten
FÖLDESIOVÁ, Zuzana
The bachelor thesis is aimed to describe the social climate in a heterogeneous classroom in kindergarten with elements Montessori Method of teaching. The work consists of theoretical and practical part. The theoretical part presents theoretical knowledge in the field of developmental psychology, with regard to preschool age, preschool education in heterogeneous class, elements of Montessori Method and social climate in the classroom. In the practical part, the survey examines and describes the social climate in a heterogeneous class as a small social group through a qualitative approach, especially observation and interview with classroom teachers and parents of sibling couples.
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Adaptation of two year old children in homogeneous and heterogeneous classes
BLÁHOVÁ, Michaela
The bachelor thesis is focused on the specifics of adaptation of two-year-old children in age homogeneous and heterogeneous classes in state kindergartens. The aim of the bachelor's thesis was to find out how the adaptation of two-year-old children takes place in homogeneous and heterogeneous classrooms. The theoretical part dealt with the skills of the two-year-old child based on developmental psychology. It focused in detail on the child's socialization with family and peers. It also looked in more detail at the two-year-old child in preschool, his adaptation in age homogeneous and heterogeneous groups, identifying some benefits and risks in both types of classroom. The content of the practical part is an evaluation of the adaptation of two-year-old children in the homogeneous and heterogeneous group, which was collected through qualitative research. The interview highlighted the teachers' experiences of two-year-olds' adaptation in both age-mixed and homogeneous classrooms. As a result, the study compared the teachers views on adaptation in different age groups.
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Differences between the homogenous and heterogenous classes arranged at maternity schools, plus the influence of these arrangements on the child's preparedness to enter the first grade of elementary school.
Srbová, Věra ; Kropáčková, Jana (advisor) ; Havlová, Jana (referee)
Résumé This thesis deals with finding differences between homogeneously and heterogeneously assorted classes in nursery schools and their influence on the readiness of a child to enter the first class in elementary school. The theoretical part focuses on school maturity and readiness, general characterization of a pre-school child before entering the first class in elementary school, differences between heterogeneously and homogeneously assorted classes in nursery schools and finally on a child's preparedness for the compulsory education. The practical part shows the results of a research carried out by the means of an author's test of school maturity method and a questionnaire. The research sample consisted of children of pre-school age before entering elementary schools from heterogeneous and homogeneous nursery school classes and pedagogues from nursery and elementary schools. The main objective of this research was to find out which children are better prepared for entering elementary school, whether from homogeneous or heterogeneous classes in nursery schools. The results of the research showed that children from homogeneous classes are prepared for entering elementary schools on the same level as children from heterogeneous classes, which leads to the conclusion that age composition of classes in...
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Specifics of the work of a novice teacher when integrating a pupil with a different mother tongue at a Czech primary school
Loudová, Anna ; Horáčková, Klára (advisor) ; Loudová Stralczynská, Barbora (referee)
This thesis deals with the problematics of the work of a novice teacher, who has a pupil with a different mother tongue in his class. Its aim is to identify the specifics that usually accompany the work of novice teachers when integrating these pupils. The text is structured into two parts, each of which is further divided into several chapters. The first, theoretical, part compiles and then presents expert knowledge on migration, inclusion and then education of pupils with a different mother tongue and, last but not least, the role of the school as well as teachers in the process of integration of these children. It also sets out the criteria that affect and influence pupil integration with a different mother tongue. The second part of the thesis is practical. It contains an analysis of the work of two teachers who currently have pupils with a different mother tongue in their class and are trying to integrate them. It is focused on the specifics of working with them. The analysis of their work is carried out on the criteria set out at the end of the theoretical part of this thesis. These criteria are based on the study of professional literature. The result of the thesis is the description of teaching strategies and procedures of these pedagogues, the analysis of their approaches to teaching in a...
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Differentiation in the heterogeneous classroom at primary schools
Zápotocká, Eva ; Vallin, Petra (advisor) ; Novotná, Kateřina (referee)
The diploma thesis deals with the topic of differentiation at the primary level of education. It is based on the idea of inclusion and equal access to education. The theoretical part focuses on the similarities and differences of pupils at the age of middle childhood. Based on that, the following chapters introduce the most important factors of differentiation that are needed for successful teachers' work in heterogeneous classrooms. This part also shows some of the teaching methods and strategies that support an inclusive view of education. The practical part interprets experience of teachers with long teaching practice and compares them with the theoretical background. This work aims to introduce main and effective principles of differentiation that can serve as a source of inspiration for students, junior and senior teachers. Keywords: differentiation, diversity, heterogeneous classroom, equal opportunities in education, teaching strategies
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Strategies and resources of help of assistant to student in learning
Žánová, Tereza ; Tomková, Anna (advisor) ; Krčmářová, Tereza (referee)
This thesis is about strategies applied by the teaching assistant and his tools of help in connection with the pupil in the learning process. The theoretical part includes the following themes: the inclusion, the position of teaching assistant and the pupils with special educational needs. The practical part of thesis solves the problems of two individual pupils with special educational needs visiting the first grade of elementary school. This part aims at searching and reflection of effective help from the teaching assistant to the pupil. The practical part is based on an action research that is divided into two parts. Each practical part is dedicated to one pupil. The first part of the action research dedicated to pupil J. solves a problem with pupil's seisures and his return to the learning proces. During the research, it has been observed that the pupil is returned to the learning proces through the quiet handling of teaching assistant connected with an eye contact. The second part of the action reasearch is dedicated to the pupil P. The problem of low self-confidence and often giving up of his work before its completion is solved in this part. In this case the tool prepared in cooperation with the teaching assistant and the class teacher seems to be effective. This tool helps the pupil to...
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Differences between the homogenous and heterogenous classes arranged at maternity schools, plus the influence of these arrangements on the child's preparedness to enter the first grade of elementary school.
Srbová, Věra ; Kropáčková, Jana (advisor) ; Havlová, Jana (referee)
Résumé This thesis deals with finding differences between homogeneously and heterogeneously assorted classes in nursery schools and their influence on the readiness of a child to enter the first class in elementary school. The theoretical part focuses on school maturity and readiness, general characterization of a pre-school child before entering the first class in elementary school, differences between heterogeneously and homogeneously assorted classes in nursery schools and finally on a child's preparedness for the compulsory education. The practical part shows the results of a research carried out by the means of an author's test of school maturity method and a questionnaire. The research sample consisted of children of pre-school age before entering elementary schools from heterogeneous and homogeneous nursery school classes and pedagogues from nursery and elementary schools. The main objective of this research was to find out which children are better prepared for entering elementary school, whether from homogeneous or heterogeneous classes in nursery schools. The results of the research showed that children from homogeneous classes are prepared for entering elementary schools on the same level as children from heterogeneous classes, which leads to the conclusion that age composition of classes in...
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