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Collective responsibility in moral judgment of school age children
Beranová, Anežka ; Klusák, Miroslav (advisor) ; Hříbková, Lenka (referee)
The issue of collective punishments is still relevant today. For example, if one child broke something and parents or teacher cannot find out who did it, what is the best to be done? Punish no one or all group, innocent including? According to the law of our society the innocent should not be punished but it is not relevant for school or family. On the contrary the collective punishment is common there. It is a matter of opinion and of course there are another circumstances in each particular guilt so it is difficult to say what kind of punishments is adequate and righteous which is not always the same thing. However what is the opinion of children themselves? And what does it tell us about their moral development? What is the school age children judgment of collective punishments and the collective responsibility? Jean Piaget asked these questions himself in his research of the collective responsibility in the moral judgment of school age children. His expectation was that the children's understanding of the collective responsibility will be similar as the understanding of "primitive" society. That means at first place there will be a believe in a punishment as a mystical act which will clean the society contaminated with a crime and does not matter who will be punished. However this expectation...
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Some aspects of magical thought in children of younger school age
Tanzerová, Adéla ; Doubek, David (advisor) ; Klusák, Miroslav (referee)
Annotation: The subject of this bachelor thesis is magical thinking in children of younger school age. The concept of magical thinking is defined in the theoretical part from the perspective of developmental psychology and culture anthropology, further the concept of magical thinking by Jean Piaget is introduced. His perspective is crucial for this thesis. The main objective of this research, which is based on my own empirical material, is to discover whether magical thinking is still present in the concepts of children of younger school age. Magical thinking (concepts of children) is used in contrast to realistic thinking (concepts of adults). Attention is given to analogical thinking, too. The data were collected by using methods of participant observation and semi-structured interviews. Findings of this research are compared with Piaget's conclusions. The result of this thesis is a characterization of thinking in first-grade pupils, categorization and definition of used principles of thoughts, description of aspects of magical, realistic and analogical thinking. Key words: magical thinking, younger school age, ethnography, children's conceptions of the world
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The meaning of the Little Red Riding Hood fairy tale for school-age children
Čechová, Vlasta ; Klusák, Miroslav (advisor) ; Kučera, Miloš (referee)
The topic of this thesis is focused on the meaning of the Little Red Riding Hood fairy tale for children of the primary school age. The core motive of the fairy tale is the threat of being swallowed up which every child would face if his wish to get rid of one of his parents in order to gain the affection of the parent of the opposite gender was fulfilled. Oedipus Complex is thus at the root of the fairy tale about a cute, innocent girl who is swallowed up by a wolf (Bettelheim, p. 162) and who allowed the wolf to swallow up her grand-mother. Coping with the theme of being swallowed up (e.g. the Oedipal Conflict) throughout the school years, the child psychosexual development is the subject of our analysis. In the sample of children studied, the tendency to choose the Little Red Riding Hood as a fairy tale of special personal importance decreases in inverse proportion to the child's age. This means that the older the pupils are the less likely they are to choose the Little Red Riding Hood fairy tale. The only exception was the second and sixth grade, where we can observe a significantly higher percentage of the pupils choosing the Little Red Riding Hood fairy tale. We suppose that the high proportion of the pupils choosing the Little Red Riding Hood fairy tale in the second grade resulted from sexual...
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Moral judgment of the younger school children
Šeráková, Barbora ; Klusák, Miroslav (advisor) ; Hříbková, Lenka (referee)
Anyone who has ever had the opportunity to observe small children when playing or learning something new or telling something and anyone who has ever had the op- portunity to talk to them must have noticed the children sometimes treat the reality around them in a strange way. These are the funny moments when one is surprised what children think and how they treat logic. As though small children lived in an odd world where the rules of logic are completely different. The famous Swiss psy- chologist noticed this peculiar children's thinking and described the intellectual egocentrism in children of preschool and early school age. Egocentrism does not affect only the children's logical thinking but also other aspects of children's think- ing and experience. This special "setting" of children's minds can be observed when the children are playing, in children's communication, in their drawings or in chil- dren's moral judgement. In the field of children's morals Piaget spoke of the moral realism. Under the influence of moral realism children when morally judging the moral situations presented to them do not concentrate on the essential elements of the story but rather on irrelevant circumstances such as material results of an action and other outside matters. According to Piaget it is essential for...
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Development of spatial orientation in infancy
Kovaříková, Kateřina ; Klusák, Miroslav (advisor) ; Kucharská, Anna (referee)
This thesis deals with the acquisition of spatial relationships in infancy. It is conceived as a theoretical analysis based on a literature search. The framework of this study is a construction of space described in Jean Piaget's monograph Child's Construction of Reality (1955). The thesis is divided into two parts. The first part consists of the interpretation of Piaget's conception of the development of the permanent object, the group of displacement and the construction of space. The second part is based on the view of Reneé Baillargeon as a representative of another theoretical approach in the field of cognitive development. Baillargeon insight into spatial relations enables to review Piaget's theory in the new context. The aim of this thesis is to get to know Piaget theory of the construction of spatial relationships. The goal is to extended knowledge derived from Czech translations of Piaget and to compare it with adequate theoretical partner found by literature search. The study is focused on the Piaget's sensorimotor stadium, i.e. on children till the age of two years.
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Child's drawing of preschool age
Dědečková, Adéla ; Viktorová, Ida (advisor) ; Klusák, Miroslav (referee)
This bachelor thesis deals with a children's drawing, especially its development. First of all, I am introducing basic theories, which acquaint with some opinions why children draw, and then I mention the development of children's drawing, its typical signs and some categories. In an applicative part 1 am introducing a milieu of a kindergarten, in which pictures were collected, and then I am introducing the children whose pictures were used in this bachelor thesis. Then I ani analysing the drawing - at first from the point of each children, then from the point of each category and last from the point of groups made from children according to their age. In the last part I am trying to judge if children's production correspond with their age. Then I mention some typical individual signs of every child. At the end I am enclosing all the mentioned pictures as a supplement.
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Conception of responsibility in school-aged children
Bártová, Ludmila ; Klusák, Miroslav (advisor) ; Hříbková, Lenka (referee)
This study is based on the research work on moral development written by J. Piaget. It is focused on a development of responsibility (on the child view on responsible behaviour in different age) and on an upbringing to responsibility. Study proceeds from structured interviews with children at the age of 4-13 years. There was used qualitative processing focused on an aspect of development. As a result of presented study there was found out the development of responsibility in three areas. Responsibility for rules develops from an obedience, through justice to equity. Responsibility for social environment develops from politeness to friends to politeness in general and from respecting the law of small groups to respecting the law of big groups. Responsibility for one own thinking develops from black-and-white views to reasoning in the context. Research next discusses the use of expiatory punishment and punishment by reciprocity in upbringing. This study is of benefit to closer view on the responsibility in it's own meaning. There is an inspiration for upbringing children to responsible behaviour. Results can also be a source for future studies in the area of moral development. Key words: responsibility, justice, obedience, expiation punishment, punishment by reciprocity, reasoning in the context.
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