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Relationship between crying and prosocial behavior in adults: pilot experimental study
Zíková, Lucie ; Lukavská, Kateřina (advisor) ; Smetáčková, Irena (referee)
This thesis deals with the verification of the hypothesis, that a crying person can be helped better than if the latter would not be crying. The aim of this thesis is to carry out a pilot version of an observational experiment and thus identify the problematic moments and other variables, which might enter into the experiment. Mixed design was used to verify this relationship and it consisted of a quantitative analysis of data gathered from mood questionnaires as well as from the observational experiment and the qualitative analyse of data from semi-structured interviews with respondents. The thesis presents basic theoretical concepts and studies relevant for its aim. The survey results have shown that individuals are not capable of identifying the crying during the proposed experimental situation, because they have not paid much attention to the person concerned. The degree of attention towards a crying person depended, inter alia, on the assumed purpose of the presence of the crying person. The distance from the observed situation, the estimation of the competencies of the actress (whether she could handle the situation by herself) and the evaluation of the seriousness of the situation also played their role. It also turned out that when the respondent decided not to help the crying actress; it...
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Communication between family and school: The case of a child between institutions in conflict
Machová, Natálie ; Viktorová, Ida (advisor) ; Smetáčková, Irena (referee)
The main goal of this diploma thesis is to map out the area of communication and cooperation between the pupil's parents and school in a conflict situation. At the same time, this thesis examines the impact of said situation on the optimal development of the child, who is in conflicting posture against the two institutions. The theoretical part is devoted to introducing the basic functioning of family and school, its mutual relations and forms of contact between the two institutions. It also illuminates the possible modes of cooperation between parents and school and possible conflicts arising from the relationship. Theoretical framework is focused on the child at the start of compulsory education and his main developmental tasks during the primary school age. The main focus of the thesis is the empirical part, undertaken in the framework of quantitative methodological approach. The case study focuses on a pupil and the critical points of conflict among the school and family as institutions and the child between them. Using analysis of documents, semi-structured interviews and observations, the complicated relationship of particular family and school was researched, and as well the impact of the relations on the development of the child. The findings suggest, that ineffective cooperation and...
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Developmental aspects of children from homoparental families
Medová, Julie ; Smetáčková, Irena (advisor) ; Franke, Helena (referee)
This diploma thesis focuses on selected aspects influencing the psychological development of children in homoparental families. The motivation to investigate these aspects is the growing number of children raised in homoparental families, which in turn evokes a debate in our society about possible impacts on the psychological and social development of these children. The aim of this diploma thesis is to determine level of socio-emotional competencies of children in homoparental families and to discover possible differences in their development. This goal was achieved by testing the socio-emotional competencies of a sample of four school-aged children using a standard IDS test and a questionnaire focusing on a challenging school and life situation. To deepen the knowledge about the families and the understanding of the background of upbringing, biographical and anamnestic core data questionnaire was sent to the families before personal meetings and also each child and one or both of his mothers were interviewed. The results of the tests and the questionnaires show no deviation of children raised in homoparental families from the average of heteronormative society in the field of the recognition and regulation of emotions, understanding of social situations and socially competent behavior. The...
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Relations in gender unbalanced classes
Chládková, Jana ; Smetáčková, Irena (advisor) ; Sotáková, Hana (referee)
Diplomová práce Relations in gender-unbalanced classes ABSTRACT The diploma thesis is focused on relations in gender-unbalanced high school classes. A combination of three methods was used for data collection: sociometric rating questionnaire, questionnaire for girls and boys in the classroom and interview with teachers. The sample included six schools in Prague. The theoretical part maps the influence of gender stereotypes on development of individuals and character of relationships in coeducated and separated classes. The empirical part provides data analysis with respect to the whole group and the position of minority individuals among classmates. Results showed that gender-unbalanced classes evaluated mutual popularity and influence comparably to gender-balanced classes. However, classes with predominance of girls achieved better results since the respondents reflected greater respect and tolerance in comparison to classes with predominance of boys. The boys' minority is more satisfied among girls than the girls' minority among boys. Boys in the boys' classes were negatively assessed for not appreciating girls and laughing at them. In both types of gender unbalanced collectives, minorities were in the background and not participating in class very much. Qualitative analysis of verbal responses has shown...
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To be a Primary School Teacher - The Relationship between Theory and Practice in Preparation for the Profession
Urbanová, Radka ; Smetáčková, Irena (referee)
V úvodu diplomové práce a nejen tam jsem upozornila na složitost vztahu "teorie" a "praxe". V pedagogice a přípravě učitelů především je mezi oběma složkami zatím spíše napětí. Ukázalo se, že nejen odborníci, ale také učitelé vnímají oba pojmy a jejich vztah mnohdy jako nejasné a mnoho významové. Jednoznačně můžeme říci, že oba pojmy nelze zcela oddělit, ani ve chvíli,kdy se je snažíme vymezit. Dokazuje to jak odborná pedagogická literatura, tak obě respondentky. Jak jsem nastínila již v úvodupráce,zajímalomě,zdavzděláníučitelekarovněžkulturaanormyjejichzeměmohoumítvlivna vnímání vlastní přípravy. Nyní si troufám říci, že "význam", který švýcarská učitelka přikládá přípravě učitelů, může určitým způsobem korespondovat s vývojem vzdělávání budoucích učitelů v její zemi. V mé práci nehrálo nejdůležitější roli srovnávání českého a švýcarského, jak by se mohlo očekávat. Důležitějším kritériem pro mě byla právě rozdílná zkušenost zvláštní přípravy učitelek. Nejdůležitější však pro mě byly pohledy obou učitelek, jejich autenticita, kterou do témat vnášely. Vše podstatné bylo shrnuto v předchozí kapitole. K samotnému tématu práce můžeme ještě na závěr dodat, že ti, co teorii provozují na univerzitě, i ti, co ji hledají a destilují v praxi nebo ti, kteří se , "jen" in-service vzdělávají, ti všichni nesou...
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