|
|
Attachment in Facilities for children requiring immediate intervention
Myslivečková, Petra ; Sotáková, Hana (advisor) ; Presslerová, Pavla (referee)
The aim of this thesis named Attachment in Facilities for children requiring immediate intervention is to describe bonding behavior of children, who are situated in these facilities. I describe the attachment theory, but also current knowledge, manifestations of individual types of attachment and diagnostics of attachment in the theoretical part. I also characterize Facilities for children requiring immediate intervention, legislative definition of these facilities and try to describe some problems, which are caused by some current attitudes (attitudes which the system of Czech Republic isn't able to deal with). The practical part of thesis is based on the work of a particular facility. I describe cases of children by quality research and case studies in this part. The last part of this thesis submits possibilities of work with attachment disorders. Key words: attachment, bonding, Facilities for children requiring immediate intervention
|
|
|
Student with Special Needs in a Classroom - A Social Relationships View
Masařová, Anna ; Sotáková, Hana (advisor) ; Pavlas Martanová, Veronika (referee)
The bachelor thesis is focused on a student with special needs in classroom. The theoretical part is devoted to the key concepts of my work: student with special needs and a classroom. I deal with the progress of a young schoolchild, classroom as a social group, diagnostics of classroom and students with special needs in connection with the current legislation and support methods they deserve. The aim of my work is to find out what is the social position of students with special needs within the classroom. So, in the empirical part I first searched the social position of students with special needs within the classroom, namely in two fourth grade classrooms, which includes one or more students with special needs. The research was performed at two different schools. For this purpose, I used Braun's questionnaire B-3. Then I made a semi-structured interview with class teachers. In interpreting the data, I focused on whether the social position of students with special needs differs significantly from the social position of other students in the classroom and what factors may cause it. For some of these students, a different social position within the class was found, while others did not significantly differ. The acceptance of this student by other classmates and his social status in the classroom is...
|
|
| |
|
| |
|
| |
|
|
Student with Autism Spectrum Disorder in Mainstream School - case study of the students in elementary school and 8 year grammar school
Ďurišová, Lenka ; Sotáková, Hana (advisor) ; Špačková, Klára (referee)
The topic of this thesis is "Pupil with Autism Spectrum Disorder in a Mainstream School - Case Study of a Pupil in Elementary School and Secondary School". The first, theoretical, part of the thesis deals with autism spectrum disorders (ASD) and diagnostics; it will also address current legislative changes of the educational system in the Czech Republic as well as the counseling system, school counseling centers, and school counseling facilities. The second, practical, part will deal with the process of educating pupils with ASD in mainstream elementary schools and secondary schools. The aim of my research was to determine how pupils with ASD were able to integrate into a standard primary school and secondary. I focused on approaches and methods used in the educational process, especially on structured learning, as well as on the teachers' readiness to integrate pupils with special educational needs. The research was conducted in České Budějovice, at the J. Š. Baar Elementary School and Kindergarten, and at the J. V. Jirsík Gymnasium. I used the observation method, interviews with the legal representatives of both pupils, teachers and teachers' assistants, and direct work with autistic pupils; I also had the opportunity to teach the pupil at the gymnasium during my teaching practice as part of my...
|
|
|
The Relationship between Theory of Mind and Language Skills in Preschool Children
Cajthamlová, Tereza ; Sotáková, Hana (advisor) ; Páchová, Anna (referee)
This thesis focuses on the relationship between theory of mind and language skills in Czech preschoolers. The theoretical part summarizes current knowledge about theory of mind, its relationship to language skills, and some areas of development of preschool children. The empirical part describes the research of the relationship between theory of mind and language skills of Czech preschoolers. Fifty-five children in total participated in this research, twenty children in a younger group (m=42 months), and thirty-five children in an older group (m=54 months). Theory of mind has been assessed by two false-belief tasks: Sally-Ann Task, and Smarties task. Language skills were tested by Grammar reasoning test, and Understanding of grammar test from test battery of Seidlová-Málková and Smolík (2014). The older group has significantly better results in false-belief tasks then the younger group. Despite anticipated results, there was not statistically significant difference between the younger and the older groups' language skills. A moderate positive correlation was found between language skills and false-belief understanding in both groups. KEYWORDS Theory of Mind, False Belief Understanding, Language Skills, Preschoolers, Sally-Ann Task, Smarties Task
|
|
|
Stimulation of early child development according to "Estimulación temprana"
Maryšková, Tereza ; Sotáková, Hana (advisor) ; Presslerová, Pavla (referee)
In my work I focused on the preventive group program Estimulación temprana, which is intended for children from 0 to 3 years old and their parents. An interventional study based on 6 case studies is used to analyze this program. Research has shown that the program works for children through interventions focused on gross and fine motor skills, cognitive, speech and social development. It presents children with developmental challenges in the form of group activities, taking into account their developmental level. The purpose of the intervention is to ensure that children confront the challenges of all the areas they would normally not have to encounter in their normal home environment. The research shows that the observed individuals did not deteriorate, on the contrary, there was a shift in the Brunet-Lezin scale. Activities take into account the developmental level of groups in which children are disaggregated by age, but the individual level of specific individuals reflects only to a small extent. The study also shows that Estimulación temprana leads parents to better orientation in education, targeted child care and out-of-school lessons and also helps them with effective ways of stimulating. From the subjective point of view of parents, the contribution of Estimulación Temprana lies above all...
|
|
| |
|
| |
guest ::
