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An Analysis of Children's Drawing as an Additional Tool for Assessing
Vyšatová, Markéta ; Krykorková, Hana (advisor) ; Komárková, Tereza (referee)
This thesis deals with the options found in children's drawings symptoms that might help in uncovering school failure. The thesis consists of a theoretical and research part. The theoretical part is based on knowledge of the literature and the praxis. The first chapter describes the causes and symptoms of school failure. The second chapter deals with drawings and by drawing tests. There is described the methods and techniques used in my research in the third chapter. The research section contains the survey whose main objective was to confirm certain features of the drawing containing the failed student. The results of the survey were achieved through drawings, "Questionnaire of self - conception pupils' school success" by Z. Matějček and M. Vágnerová, analysis of average marks and interviews with teachers. The aim is to characterize the symptoms of failed student in the drawing.
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The development opportunities of self - concept at children with specific learning and behaviour difficulties
Chvátalová, Markéta ; Krykorková, Hana (advisor) ; Sedláčková, Daniela (referee)
The point of this text is to refer to the child with specific learning and behaviour difficulties as a unique personality and as a human beings with its own value. Childrens' self-concept is formed in a family background, at school and by a person of the same age. Childrens' self-concept is mainly endangered at schools, however the school has got a lot of opportunities to prevent that danger of self-concept reducing, to form and to develop it. The theoretical part is concentrated on forming self-concept in a view of child's psychical development and of childrens' specific learning and behaviour difficulties, it is pointed to forming self-concept at school background and in some situation which can endanger childrens' self-concept. We have also outlined a few possibilities how to prevent the threated self-concept, how to form and develop it. In the empiric part we studied whether the self-concept of children with specific learning and behaviour difficulties differs from self-concept of the children who haven't got these difficulties. For that purpose we used a standard questionnaire.
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Extent and Cause of Private Tutoring at Primary Schools
Höschlová, Marie ; Stará, Jana (advisor) ; Greger, David (referee)
The goal of this thesis is to outline the situation of private supplementary tutoring in the first years of primary school in the Czech Republic, as this topic has not been investigated properly so far. A questionnaire for young pupil's parents was chosen as an appropriate method to collect the data needed. Although the research sample was not large, the research has brought valuable information about the children who have supplementary tutoring, about the reasons they (their parents) have for it, and also the tutors chosen to teach the pupils. The thesis builds on foreign sources and compares the situation in the Czech Republic with the situation in other countries in the world. Despite its limited extent this work could be used as a first groundwork for subsequent more extensive research in this field.
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School success of children with ADHD from the teacher´s point of view.
PERNÁ, Tereza
This Bachelor's thesis focuses on the school success of children with ADHD and especially on the point of view of teachers' from practical elementary schools and standard elementary schools. The thesis describes the diverse influences on the academic success of children with ADHD. The theoretical part deals with the basic terminology it's historical development and clarification of it's disunity, which appears in both literature and practice. In the first half of the theoretical work we encounter the etiology of ADHD, including diagnostic criteria. The work tries to describe in a simple and clear way the position of a child with ADHD in school and the educational process as a whole, identify and clearly define the most significant obstacles to school success and the threats to it's development in the field of education and overall development. For example, the work points to the need for the appropriate choice of school or improper assessment of children with ADHD as well as behavioral disorders, which may include, for example excessive drawing of attention from others, negativity or skipping school. In the second part of the theoretical work attention is paid to defining educational success and failure and generally describing a pupil that fails. Also mentioned are the different types of influential factors in relation to ADHD as the cause school failure which require a special approach and awareness of the specifics described in the field of education, home preparation, environment, the need to relax or even the perception of specific behaviors. The quantitative research conducted by a questionnaire of our own design compares the views of teachers of practical elementary schools and standard elementary schools which can help to create an overview of what factors, in their opinion, affect school success of children with ADHD, but also how much influence these factors have. The research was conducted in Southern Bohemia. Questionnaires were distributed to schools in Strakonice, Ceske Budejovice, Cesky Krumlov and Kamenny Újezd. The results can be used as study material for students who wish to obtain a comprehensive summary of information about school performance of children with ADHD. After an agreement during the distribution of questionnaires to schools, the results of this study will be presented to school principals as inspirational material to help remove barriers to school success of children with ADHD.
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