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What the reading corners in nursery schools look like and for which activities are they used? Case studies
Šupová, Jaroslava ; Laufková, Veronika (advisor) ; Straková, Jana (referee)
This bachelor's thesis addresses the subject of reading corners in nursery schools. Its objective is to describe four chosen reading corners, including the activities conducted within them, propose modifications that could enhance these corners, and highlight discoveries that may inspire other educators. The theoretical section provides an overview of the concept of preliteracy and presents information and recommendations on the establishment of reading corners, their placement, furnishings, and activities. The practical section adopts a qualitative research approach, specifically a descriptive multiple-case study, employing interviews with teachers and children, observations, and analysis of books and materials as data collection methods. Utilizing the gathered data, comprehensive descriptions of the reading corners in the four visited classrooms were developed, upon which suggestions for improving these areas were proposed, and exemplary instances of practice were emphasized. Although each classroom has its own distinct characteristics, it can be summarized that all reading corners are situated in a room corner, well-lit, and furnished with comfortable seating. Generally, books are stored with the spine facing outward and are only categorized based on whether the children can retrieve them...
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Proposal of system support for the reading environment in kindergarten (action research)
Fiedlerová, Eliška ; Laufková, Veronika (advisor) ; Ronková, Jolana (referee)
The thesis focuses on the topic of reading preliteracy and the creation of a quality reading environment. The aim of the thesis is to encourage children and parents to develop their interest in reading and books through the implementation of various activities. The thesis is divided into theoretical and empirical parts. In the theoretical part, there is an explanation of what the reading environment is and how it is influenced. Furthermore, there is a definition of the basic concepts related to reading preliteracy and its importance in the child's development. It also describes selected activities and projects that promote reading and what a children's library in a school should look like. Finally, the theoretical part describes appropriate genres for preschool children and recommended selected titles for children's libraries. The empirical part describes the research conducted in the selected kindergarten. Action research was determined as the form of research that best met the conditions for achieving the given goal. The problem of action research was determined to be the lack of interest in books and reading among children and their parents. Six research questions were set and activities were designed to increase interest. Furthermore, observation, interview and questionnaire methods were used...
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Impact of reading on vocabulary, text comprehension and fancy of protagonists on children of pre-school age
Marklová, Tereza ; Laufková, Veronika (advisor) ; Mocná, Dagmar (referee)
This thesis is concerned with the impact of reading on vocabulary, text comprehension and fancy of protagonists on pre-school children aged 3 to 6. The purpose of the research part of the thesis is to find out to which extend reading impacts on vocabulary, text comprehension and fancy of protagonists of pre-school children aged 3 to 6. First hypothesis expects that during the one-month project children who are exposed the most to reading and working with a book are going to make the biggest progress in text comprehension and vocabulary. Other two hypotheses try to prove that older children are going to have better results than the youngest research participants at the beginning and the end of the project. Third hypothesis then adds that the youngest, 3 years old, children are going to improve significantly only in the questions that are repeated and that it is due to memorizing, not comprehension. Last hypothesis claims that children most involved in reading are going to take to new favourite characters. The theoretical part describes the development of a child since childbirth to 6 years, with an accentuation on the period between 3 and 6 years of age and analysis of fairy-tale as both a genre of literature and an instrument of child's development stimulation. The practical part of the thesis is a...
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Emotional intelligence and her development in kindergarten through working with book
Kašparová, Nikola ; Laufková, Veronika (advisor) ; Koželuhová, Eva (referee)
The diploma thesis deals with the area of development of emotional intelligence in preschool children through work with a book. It deals with the issue of emotional intelligence, its role in the development of the child, in the period of preschool age. The theoretical part is intended to introduce the reader to the issue of emotional intelligence and its relationship to pre-school education. The introduction of the thesis characterizes the period of preschool age and its specifics in connection with the development of emotions. Furthermore, emotions, emotional intelligence and its development importance in the chosen preschool period are defined and the possibilities of its development and appropriate ways of working are suggested (reading strategies, EUR model). In conclusion of the theoretical part, the importance of the development of emotional intelligence in the chosen preschool period is given and suggests the possibilities of its development and appropriate ways of working Within the practical part, the key method was action research, which served to verify the effectiveness of the created lessons based on the EUR model using reading strategies. The author carried out action research in the kindergarten where she works and implemented all the lessons with her class. The evaluation of the...
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Work with children's literature on the topic of disability with preschool children in kindergarten
Nováková, Kateřina ; Laufková, Veronika (advisor) ; Kadrnožková, Monika (referee)
The bachelor thesis deals with what children's books are suitable for opening the topic of a child's life with special educational needs (SEN) and what methods of working with the book (including reading strategies) to use to convey this topic to children through books. The theoretical part deals with the characteristics of children with SEN in preschool education and their education in preschool type facilities; it further mentions work with a book within preschool children. Based on the obtained information, the analysis of framework educational program for preschool education is performed. It also deals with reading literacy, pre-literacy and its development. It mentions the creation of a positive attitude towards reading and how to work with the book in kindergarten. The practical part posed as a problem the development of prosocial behavior of children through work with a book on the topic of life of children with special educational needs. The practical part focused on whether the children's literature mediating the life of a child with special educational needs is used in kindergarten and whether this topic is not very demanding for preschool children. It was done through individual lessons with three books mediating children with disabilities in kindergarten (Madlenka and glasses, Strakáč...
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