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Development of the phonological and morphological abilities of children before the school age
DĚDOVÁ, Aneta
This bachelor thesis is concerned with the development of the phonological and morphological abilities of children before the school age. Individual areas of perceptual-motoric function, cognitive function, phonological and morphological abilities, speech and dyslexia are described in the theoretical part of this thesis. A qualitative type of research was done for this thesis. Eight five-year-old children and two six-year-old children were tested by the test battery. These children attend the ordinary kindergarten. The test battery contains several tests (exams) for testing the level of visual perception, hearing perception, knowledge, level of logical thinking and spatial ideas, memory, morphological abilities and articulation abilities. The research showed problematic areas of children from the test battery. Progresses for development of these problematic areas in the ordinary kindergarten are mentioned in this bachelor thesis.
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Education of childern with ADHD from the perspective of preschool teacher
VUŠKOVÁ, Kateřina
The theoretical part of this bachelor thesis with the name The Education of Children with ADHD From the Perspective of a Pre-school Teacher is devided to three main chapters. The first chapter summarizes the characteristics of ADHD syndrome, the definition od ADHD, its appearances, the causes of this disease and its therapy. Second chapter focuses on the characteristics of overall development od a pre-school child. The last, third chapter od the theoretical part od this bachelor thesis, describes the education in kindergartens. The practical part presents the results of my research. I tried to find out what experiences have the pre-school pedagogues with children with the ADHD diagnosis. I chose a qualitative survey for the practical part. For data collection were selected semi-structured interviews.
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Special educational support for children with multiple disabilities in preschool
Havelková, Markéta ; Šumníková, Pavlína (advisor) ; Zemková, Jaroslava (referee)
Annotation: Specifically pedagogical support of the child with developmental dysphasia and visual impairment in pre- school age Bachelor thesis deals with the special educational support of the child with developmental dysphasia and visual disabilities integrated in pre-school. The aim of the work was to monitor the progress of the integration of this child, the development of its capabilities, describe the specifics of the pedagogical approach, the interaction of the surroundings of the child with a problematic verbal manifestation, the adoption of an integrated child in the classroom the other children and teachers and to record any change in the climate in the team. I also watched the potential risks, which may in the integration to occur. The submitted work is in the theoretical part, consisting of a summary of the findings on the development dysphasia, the visual and the combined disability. Further it introduce into the topic of care and education of a child with disabilities and integration into the school facilities, with a focus on the integration of pre-school age, including the individual education plan and assistant teacher. The research part of the course acquaints with the diagnosis of an integrated child, with the conditions of the integration and its concrete realization. The results of the...
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Child with developmental dysphasia in regular kindergarten
Tuhá, Michala ; Kucharská, Anna (advisor) ; Špačková, Klára (referee)
This thesis deals with children with impaired communication ability who are educated in regular kindergarden we use preschool also. The implementation of the research was selected as the research sample of 5 children with impaired communication abilities, specifically impaired developmental dysphasia. The theoretical part deals with the classification of impaired communication skills and the definition of developmental dysphasia. Comprehensively deals with the integration and education of children with ICA in regular kindergardens, preschool teacher quality and its role in the development of a child with ICA, focused on the development of children with developmental dysphasia. It also monitors the cooperation of kindergarden, parents and experts in the form of a speech therapist, workers SPC and PPC workers. The purpose of the research is based on interviews with parents, teachers, teacher assistants and direct short-term observation of the research sample in the form of 5 children with developmental dysphasia, who are educated in regular kindergarden to explore the learning process of a child with developmental dysphasia in regular kindergarden and map risks and benefits affecting his education.
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Attitude to the child with hearing disabillity in ordinary and special kindergarten
SLÁDKOVÁ, Michaela
The topic of my bachelor thesis is a description of approaches of teachers towards children with hearing disabilities in a regular and special kindergarten. The theoretical part deals with classification of hearing impairment and their diagnostics. It also deals with a process of education, socialization and therapeutic attitudes in each kindergartens. The practical part compares educational methods of work with a child with hearing impairment in the regular and special kindergarten. The implemented interviews with the teachers from the both types of schools analyse their attitudes, opinions and experiences with education of children with hearing disability. The aim is not only compare activities of the teachers but also to describe and specify in more details the two types of institutions which provide education to the children with hearing impairment.
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Teaching English at Czech Kindergartens
COUFALOVÁ, Martina
In the Czech Republic, the compulsory teaching of English is from the third grade of primary school. Most primary schools start with teaching English in the first grade. Today it is a big trend to acquaint children with English at kindergardents. More and more kindergardents are offering this extra activity not only for the children. The aim of this work is a theoretical introduction to methods that are used for teaching English to preschool children, the performances of several documents that deal with this issue and also the development of pre-school children on the basis of studied literature. The practical part focuses on three kindergardens, where the children are acquainted with English. On the basis of observations and interviews, the way of teaching English is described.
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