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Mask in leisure activities of adolescent youth
HANŽLOVÁ, Kristýna
This bachelor thesis deals with the use of masks in leisure activities of adolescents. It is divided into a theoretical part and a practical part. The theoretical part deals with leisure, characterizes the age group of adolescence from a psychological point of view and presents the current situation of adolescents through the eyes of experts. The third chapter describes the phenomenon of mask, its definition, division of masks and mask as a means of working with identity. The last chapter of the theoretical part is devoted to theater mask. The practical part generally introduces the educational project and used methods. Subsequently, presents five specific activities with the theme of mask for adolescents. The activities are designed in order to attract adolescents but above all help to develop their personality and identity.
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Influence of literary-dramatic fairy tale plays and exercises on the development of pre-school children personalities
ŠKARDOVÁ, Eva
The aim of the thesis is to develop and enrich the children's side of personality through an entertaining form of literary drama and fairy tale exercises. The thesis is divided into two parts. The first theoretical part deals with the explanation of the basic terms of drama education, as well as the concepts of play and exercise. It also characterizes the pre-school age in terms of developmental psychology. It describes physical and motorical development, cognitive processes and emotional and social development. Then it conceives the theme of fairy tales. It deals with the importance of fairy tales for the development of child's personality and psychological analysis of selected fairy tales. The second practical part presents the proposed project for preschool children called "Know the realm of fairy tales". In the end, the practical experience with the project in the selected kindergarten is evaluated. At the end of the thesis is evaluated, whether the goal of the thesis is fulfilled.
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Self-concept of an individual with an autism spectrum disorder and its reflection from the point of view of close people
Staňková, Tereza ; Sotáková, Hana (advisor) ; Kučerová, Olga (referee)
This bachelor thesis deals with the self-concept of an individual with an autistic spectrum disorder and the reflection of their self-concept through the perspective of his close person. The theoretical part, that is separated to four parts, presents the history of approaches to ASD and its symptoms, I describe three main problematic features for individuals with autism. Then it describes the self- concept, historical and present approaches and concrete parts of self-concept, it also shows the results of previous research of the self-concept of individuals with ASD and presents the possibilities of examining the self-concept. In the empirical part, I deal with the specifics of the self-concept of individuals with ASD, the degree of adequacy of the view of close people and the most significant differences between the statements of close people and individuals with ASD. It also includes three case studies of respondents with ASD, their close people and its mutual comparisons. I describe the self-concept of individuals with ASD, view of their close people and I compare those two views. I also look for common topics for those respondents. I answer my research questions on this base. I compare my research with current researches. I also reflect possible limitations of my research.
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Tutorial system in the education of primary school pupils
Stoupencová, Eva ; Hejlová, Helena (advisor) ; Krátká, Jana (referee)
This diploma thesis deals with the tutorial system in the education of primary school pupils. The theoretical part is marginally devoted to defining the historical development of cooperation between family and school and it is individual forms, from which the so-called tutorial system is based. The greatest attention is paid to this part of the work. It is focused on main principles and goals. The tutorial system offers a specific relationship between family and school through the building of an open and confidential environment and, under appropriate conditions, helps the interplay of the educational process of both social institutions. The empirical part of the work is aimed at finding out whether the tutorial system is really a functional form of cooperation between family and school, providing specific benefits for all stakeholders. It is implemented through a qualitative methodology, specifically through structured, semi-structured interviews and observations. Pupils, parents, teachers, tutors and the principal of the primary school where the research took place were involved in the research survey. The results of the research show that if certain conditions are met when introducting tutoring, it can really be a tool for open and effective cooperation between the family and the school. Data...
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Personality development of students by art activities at two-years practical school
Koubská, Patricie ; Zemková, Jaroslava (advisor) ; Šumníková, Pavlína (referee)
This thesis tries to understand and to have a better insight into adolescence and it is interested in options of forming personality of a young person with a mental disability. Based on the qualitative research, it tries to describe the development of personality particular aspects in the group of people in a two-year practical school. Sub themes of personality development are elaborated on the basis of cross-section theme Personality and social education in art lessons, where they are using the benefit of the art work, feeling and reflection as a formative element by creating self-identity in the behavioral-educational process. Thesis describes ways, which simplify the self-knowledge, strengthen the self-concept, operate in the area of psycho-hygiene and help to reveal the hidden potentials, which specify and focus the life course of a young person with a mental disability on the edge of adulthood. Powered by TCPDF (www.tcpdf.org)
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Folk-song in pedagogy for pre-school children
Cuřínová, Magdalena ; Nedělka, Michal (advisor) ; Hurníková, Kateřina (referee)
The thesis concerns practical possibilities how to work with folk-songs not only for building-up the musical skills of pre-school children but also for the influence of their overall personal development. The theoretical part describes the folk-song development in RVP PV, particular musical activities working with songs and this part also mentions the devolepment of pre- school child(e)ren abilities and shortly describes the personality of pre-school pedagogue. The practical part concerns how to work with the folk-song in practice. The concrete example (set of songs) shows how is possible to develop children's personality via musical activities. Songs contain practial topics according to defined aims, which are realised in the concrete nursery school. Subsequently are recorded children's reactions at implemented activities. Key words instrumental activity, folk song, singing activity, motion activity, listening activity, preschool age
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The Importance of Self-Assessment in the Pupil's Personality Development (With Consideration to Other Motivational Factors)
Zavadilová, Šárka ; Krykorková, Hana (advisor) ; Koťa, Jaroslav (referee)
This bachelor thesis "The Importance of Self-Assessment in the Pupil's Personality Development (With Consideration to Other Motivational Factors)" is divided into three parts. First it deals with general questions of the pupil's personality development and aims at seven kinds of heed according to Helus (2009). These are vital for personality development of each child. The second chapter is focused on self-reflection as one of the chosen factors and summarizes the findings about this topic. It presents an extensive terminology which is associated with the concept of self-reflection and personality development. It reminds the idea of adequate self-reflection, development of self-concept and self-regulation. The third chapter aims at family and school as the two basic influences in the child's development of self- concept. It mentions parents' expectations and adequacy of requirements and their influence on the self-concept development and it also deals with possibilities of development at school. In the final part it underlines the importance of self-reflection for personality development. Key words Personality development, self-reflection, autoregulation, self-concept, family, school
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Projective techniques and work with symbols as a tool for personality development
Bobek, Milan ; Niederlová, Markéta (advisor) ; Šípek, Jiří (referee)
The work focuses on qualitative research of possibilities and limits of the use of picture cards symbols (including Tarot) that would serve the clients in coaching and therapy as a projective technique leading to their deeper self-knowledge and personal development. Respondents told their life story based on picture cards. We show here under what conditions this projective technique brought them new information and inspiration for their self- development, in what forms the method can be applied and what methodical procedures are most effective. The simple clients' description of the selected images did not bring them much substantially new. It began to be more inspirational for them when a consultant added targeted questions, his reflections and hypothetical interpretations, or even explained standard meanings of symbols. Then this technique started to speak to clients more and brought them new impulses. Even more inspiring for them it became, once an element of chance was incorporated - when they pulled out some cards at random. The thesis finally formulates detailed recommended general methodology for projective technique application for personal growth and discusses possibilities and limits of the use of projective methods in coaching, therapy and personal development seminars.
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Personality educators and the possibility of development
Bartoška, Štěpán ; Braun, Richard (advisor) ; Kostelecká, Yvona (referee)
TITLE: Personality educators and the possibility of development AUTHOR: Štěpán Bartoška DEPARTMENT: Institute for Professional Development, Faculty of Education SUPERVISOR: PhDr. Richard Braun, Ph.D. ABSTRACT: The aim of this work is to find answers to questions such as why the educator focus on the development of his personality, what personality development is this and what this development can help. Based on the objectives and theoretical points we can conclude that the educator should focus on the development of his personality from a number of mutually influencing reasons. Ideal personality development educator can be seen in a comprehensive and uniform development of the sub-components of his personality and finding harmony between the layers of personality. Thanks to this development the educator becomes more harmonious and holistic personality is subjectively happier and happier, which positively influences including its Inter-relationships, also set qualitative shift in his performance tutoring profession. Educator allows the natural positive impact on their surroundings and charges, which leads to the progressive development of the whole society. Finally, it has a positive impact on mental and physical health educator himself and acts preventively against possible burnout. The educator can develop...
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Personality Development of Preschool Children. Use of Rhythmic Texts with Children with Autism Spectrum Disorder
Dovrtělová, Marie ; Zemková, Jaroslava (advisor) ; Mrkosová, Eva (referee)
The rhythmic text is irreplaceable in the life of every preschool child. The main pointof the theses is to find a way to make this development tool approach to children with autism spectrum disorder. Theses characterize rhythmic texts and discusses their importance in a child's life. It occused with personal and social education of preschool children. Based on the Rámcový vzdělávací program pro předškolní vzdělávání. We pay attention to the way visualized creating rhythmic texts and the possibility of their use in the kindergarten. We found that visualized poems and songs can affect not only the speed and accuracy of their learning, but also can become helpers in introducing methods of augmentative and alternative communication, as well as a means for developing games and creating new opportunities for social inclusion of children with autistic spectrum disorder.
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