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Idols of school age children
Fojtů, Jana ; Klusák, Miroslav (advisor) ; Kučera, Miloš (referee)
The bachelor thesis studies role models and idols of pupil age children. For my research I have selected an elementary school and a middle school, where I picked third grade and seven grade pupils and asked them to choose one female and one male idol whose poster they would be willing to post in their bedroom. Consequently, I have organized their selections into categories based on real life proximity i.e. close (e.g.: relatives/friends etc.), celebrities, fictitious idols and ones based on personal feature - character, talent, and appearance including its combinations. This way I investigated how these combinations correlate with age and gender. Since some of the results were insufficient I decided to incorporate a combination of age and gender. The thesis and its conclusions are based on these findings. In the conclusions I summarize which category is preferred by girls or boys; how does the 4 year difference impact the idol selection and what may be the reasons behind it; whether girls develop differently based on their idol selection than boys; is there a category that is completely omitted within the process of selection of these age groups; does the role of a girl or boy have some correlation with a specific selection. Key words: idol, idolization process, elementary school age, middle school...
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Magical thought in preschool age children
Mlázovská, Barbora ; Doubek, David (advisor) ; Klusák, Miroslav (referee)
The subject of this bachelor's thesis is magical thinking in preeschool age children. This concept is theoretically defined from the perspective of cultural anthropology and developmental psychology. The aim of this thesis is to discover and clarify the manifestations of magical thinking in child's conception of the world, particularly in the concept of life and consciousness. The analytical part of the thesis is based on my own empirilal material. The data were collected using qualitative field research with the use of the methods of participant observation and semi-structured interview. The results summarize four developmental stages of the concept of life and consciousness with a focus on phenomena typical for magical thinking in children.
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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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Goethe and Cornelia. The form of the siblings relation
Křížová, Ivana ; Kučera, Miloš (advisor) ; Klusák, Miroslav (referee)
The theoretical thesis, which aims to find and compare different conceptions and interpretation of the life of Johann Wolfgang von Goethe. The interest of this thesis is centered on the interpretation of Goethe's relationship with his sister. Interpretation of the relationship of Goethe and his sister is based on two approaches, the psychoanalytic and historical approach. Psychoanalytic approach is represented by Sigmund Freud and Kurt Eissler, who offer interpretations of some aspects of the relationship of Goethe with his sister. Historical approach is represented by Richard Friedenthal and Astrid Seele. They submit biographical context of the poets life and also point to his relationship with his sister. On the basis of these sources are data analyzed within psychoanalytic theory. To explain Goethe's relationship with his sister is thinking about the form of their incestuous sibling relationship and oedipus complex.
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Joke at school (primary and lower secondary)
Pejchalová, Michaela ; Klusák, Miroslav (advisor) ; Kučera, Miloš (referee)
in English The thesis focuses on problematics of child jokes at a primary and a lower secondary school. Its aim is to study and analyze how child jokes work and how they develop across different grades of the primary and the lower secondary school. The thesis is based on empirical research of qualitative nature with transversal overlap. Data was obtained in a use of the following qualitative methods: group interviews and analysis of artefacts (jokes). Another analysis (qualitative and quantitative) and an interpretation of the materials followed. All the finding were then compared with a known literature. The written work consists of three main parts. Theoretical part is based on concepts of Sigmund Freud, Martha Wolfenstein, the cognitive psychologists and the linguists. The second part of the thesis describes metodology of the research and analysis of the data. The main result of the research is a classification scheme of different techniques of construction of child jokes' points. The classification takes in a consideration a connection with developmental trends and gender differences across the different grades of the primary and the lower secondary school. The third part of the thesis discusses and summarizes similarities and differences between the research and a relevant literature. The main...
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Conception of educational relation in philosophy of education and psychoanalysis. Socratic model
Musil, Martin ; Kučera, Miloš (advisor) ; Klusák, Miroslav (referee)
The author's main focus of this study are the different forms of educational relationships as found in various types of literature. His general definitions and views on what kind of relationships teachers should have with their students are compared with the concept of educational relationship as perceived by the philosophy of education and psychoanalysis. The common element here is the condition of emotionally charged relationships between teachers and students, although opinions on what such a relationship should look like vary. Philosophy of education points out the antinomic character of education and highlights the term eros, which is perceived as the driving force of the educational process. Psychoanalysis focuses on the psychological aspects of educational relationship and warns of immediate intimate bonding of teacher and student. The work is based on analysis of academic and popular literature in which the educational relationship is further analysed, and on the Socratic educational relationship as defined in works of Plato, specifically the Symposion. keywords: educational relationshiop, philosophy of education, psychoanalysis, Socrates, Symposion
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Influence of Feuerstein Instrumental Enrichment training to it's graduates
Bublíková, Irena ; Váňová, Eva (advisor) ; Klusák, Miroslav (referee)
The bachelor thesis deals with the influence of the Feuerstein Instrumental Enrichment training to it's graduates. The first part represents the creator of the method and his approach to the development of cognitive functions. Further on the theoretical background of the Instrumental Enrichment. I deal primarily with theorie of structural cognitive modifiability and mediated learning experience. At the end of the first part I describe in detail the progress of the Instrumental Enrichment training. In the second part I present my own research, which aims to describe how to use the method of graduates and whether they transformated personally influenced by the course and a change in the way they work. In the discussion I compare the results with research of Ludmila Májová (Májová, 2011) and Nigel Blagg (Blagg, 1991).
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Influence of Feuerstein Instrumental Enrichment on the development of children cognitive abilities
Pokorná, Daniela ; Váňová, Eva (advisor) ; Klusák, Miroslav (referee)
In the theoretical part, this work deals with the problem of comparison between Feuerstein cognitive function and partial cognitive abilities which are mentioned at the Educational Interpretations of the WISC-III. Research study follows up changes in partial cognitive abilities which could be viewed as a consequence of FIE (Feuerstein Instrumental Enrichment) intervention lasting several months. By comparison of pre-test and post-test, which is realized by WISC-III and processed with Educational Interpretations of the WISC- III the study tries to describe impact of the method to child's cognitive functions as well as its school successfulness, self-concept, and behavior. Study also pursues possibility to use factor analysis of WISC-III for planning of the FIE intervention. Information was taken from tests, questionnaires for teachers, videos and records of FIE lessons. Research was realized at the Elementary school in a small town with 1700 inhabitants, nearby to Prague. This was the only school in this town. We noticed more or less significant changes in all areas of interest. In some cases, there was agreement in the test results and teacher's evaluation whereas in other there were differences. KEY WORDS Reuven Feuerstein, modifiability of intelligence, deficits of cognitive functions, mediated...
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