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Children's spontaneous activities in the kindergarten
Stýblová, Renata ; Opravilová, Eva (advisor) ; Koťátková, Soňa (referee)
Key words: spontaneous-spontaneity,activity, daily regime, conditions (space, equipment/facilities, teacher's attitude), acceptance, empathy, authenticity, facilitation, gender identity Annotation : The assignment tries to qualify the question of children's spontaneous activities in the kindergarten. It explains the basic concepts that refer to the given problems - spontaneity, activity. It marks the boundaries of spontaneous activities during the daily regime and monitors the conditions that are necessary for creating of optimal space for these activities. It describes, classifies and evaluates the activities in terms of educational value and in terms of fulfilling the children's progress possibilities. The second part of the assignment, which is mainly based on direct observation of six particular children during their spontaneous activities in a classroom and in the garden in the selected kindergarten, is focused on surveying, description and categorization of the spontaneous activities. It closely describes the subject of the spontaneously chosen activities and the choice of a game partner, it monitors the difference of activities inside and outside and also its girl's and boys' content. 6
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Children's spontaneous activities in the kindergarten
Stýblová, Renata ; Koťátková, Soňa (referee) ; Opravilová, Eva (advisor)
Key words: spontaneous-spontaneity,activity, daily regime, conditions (space, equipment/facilities, teacher's attitude), acceptance, empathy, authenticity, facilitation, gender identity Annotation : The assignment tries to qualify the question of children's spontaneous activities in the kindergarten. It explains the basic concepts that refer to the given problems - spontaneity, activity. It marks the boundaries of spontaneous activities during the daily regime and monitors the conditions that are necessary for creating of optimal space for these activities. It describes, classifies and evaluates the activities in terms of educational value and in terms of fulfilling the children's progress possibilities. The second part of the assignment, which is mainly based on direct observation of six particular children during their spontaneous activities in a classroom and in the garden in the selected kindergarten, is focused on surveying, description and categorization of the spontaneous activities. It closely describes the subject of the spontaneously chosen activities and the choice of a game partner, it monitors the difference of activities inside and outside and also its girl's and boys' content. 6
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