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Working with educational literature in Kindergarten
Steklá, Martina ; Laufková, Veronika (advisor) ; Koželuhová, Eva (referee)
The focus of this master's thesis is the methodological development and implementation of four thematically focused weekly lessons, using educational literature in a preschool setting. The objective is to motivate children's interest in educational books and in acquiring new knowledge through books. The thesis presents an integrative model of reading pre-literacy in relation to educational literature, by interconnecting all the components of a child's activities in a preschool setting, applying critical-thinking methods in a three-phase learning framework (E-R-R - Evocation, Realization of Meaning, Reflection), and using reading strategies designed to enhance the experience of learning from educational books. The theoretical section is concerned with reading literacy. It focuses on reading pre-literacy and an integrative model of reading pre-literacy in relation to educational literature, the importance of exposure to books in preschool, the use of critical thinking methods and reading strategies, the use of educational books, and characteristics of the preschool child when working with educational literature. The practical section is based on action research design, which consists of the implementation of four thematically focused weekly lessons designed to arouse children's interest in...
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Supporting inclusive environment using a literature storyline
Ciarkowska, Agnieszka ; Němec, Zbyněk (advisor) ; Hájková, Vanda (referee)
This bachelor thesis deals with a literary story as one of the tools for supporting an inclusive environment. The theoretical part is dedicated to the inclusive environment and its' fundamental and important principles as well as to reading literacy, book clubs and RWCT method - "Reading and Writing for Critical Thinking". The research part examines pupils' preconceptions and their development after participating in the reading comprehension lesson, in which the pupils read a story about a boy with Treacher-Collins syndrome. This part of the thesis describes the preparation and realization of such a lesson and analyses its' data. The qualitative approach has been applied here. Based on the triple diaries that the pupils kept during the reading comprehension lesson, the individual statements were analyzed using the open coding technique. The aim of the practical part was to find out what preconceptions pupils have about a person with a visible disability who might become their potential classmate and how their thinking changed after the lesson. The emphasis is put on individual knowledge and self-awareness of experience. The analysis of individual comments from the research survey revealed, that most pupils would feel anxious, pity, or an urge to taunt the disabled pupil, as well as they would be...
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