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Child under 3 years of age at preschool
Ryšavá, Jitka ; Opravilová, Eva (advisor) ; Kropáčková, Jana (referee)
RYŠAVÁ, J. A child under 3 years of age at preschool. Prague, 2012. The thesis. Charles University in Prague. Faculty of Education. Department of Primary Education. Thesis supervisor E. Opravilová. The work followed the specifics of the educational work between 2-3 years of age in an ordinary preschool. The theoretical part is based on developmental psychological characteristics of this period. It monitored the impact of early interactions mother - child, influence of family environment and other factors affecting the child's separation from the mother and the subsequent adaptation and socialization in a preschool environment. The survey includes six case studies of selected two-year old children (position of the child), 24 selected parents of preschool children within one preschool (parents' position) and 51 preschools (teacher's position). The research followed the specific impact of key factors influencing the course of adaptation and socialization of a child under 3 years of age in a preschool environment, including the anticipated impact of key chronological age. In addition, it monitored and defined the conditions of preschools in the legislative, organizational and personnel conditions, and when their fulfillment can be considered suitable for education of a child under 3 years in a...
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Conception of the profession of a kindergarten teacher in collages.
LIETAVCOVÁ, Martina
This bachelor thesis is focused on the profession of a preschool teacher. The aim is to monitor the students' opinions of the profession, their motivations for a chosen profession, attitude and worries related to the profession of preschool teachers. The theoretical part focuses on the concepts of the profession of a preschool teacher, motivation for choosing this profession and further studies, worries associated with the profession and the role of a preschool teacher. Furthermore, thematic collages are talked over as a technique suitable for teacher self-reflection, their characteristics, possibilities and limits of their interpretation. In the practical part, students' collages on the topic "I as a teacher in all his positions and roles" are processed and interpreted. The same features as well as differences in the approaches of present and distance students, students beginners and students who have a long history in teaching practice are sought. The main emphasis is put on the interpretation of professional collages of selected students in relation to their teaching experience. The collages made prior to the teaching experience and following collages created one year experience at nursery school later are interpreted.
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Readiness of kindergarten teachers to integrate mental handicapped children into their classrooms
MARKOVÁ, Romana
This thesis deals with the integration of children with mental disabilities and how this problem is viewed by teachers in preschools. The theoretical part is focused on terms related to this topic. It is mainly the concept of mental retardation and its classification, then the term of integration and its classifications. The second half of the theoretical part is devoted to early childhood education and its objectives, legal regulations and also contains pros and cons of integration in preschool education. The last chapter of the theoretical part is devoted to teachers and their competences to teach a child with a mental disability. The practical part is focused on preschool teachers. It is prepared on the basis of a questionnaire. The results of the questionnaire are shown here and in the discussion section we can find answers to predetermined research questions.
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The integration of children with special education needs from the point of view of preschool pedagogues
ŠROLOVÁ, Ivana
The goal of this thesis is to find out current opinions and stances of preschool teachers to the issue of integration of handicapped children in preschools. The theoretical part focuses on clarification of the term integration, establishing the conditions for successful integration and the characterization of current preschool education from the perspective of care about an individual with special educational needs. There is a qualitative method of half-structured conversation employed in the practical part, that surveys the opinions of preschool teachers on integration of children with special educational needs, their answers are shown along with the summary of results of the bachelor thesis.
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