|
|
Children in Foster Care in the learning Process
Kulhánková, Petra ; Procházková, Jana (advisor) ; Kucharská, Anna (referee)
Theme of bachelor thesis is children in foster care in the learning process. The bachelor thesis aims to describe specific expressions of children in foster care of preschool and school age, their perception of authority and interaction with the teacher and classmates. The theoretical part is based on the study of literature, trying to map the early development of children in foster care, the importance of family, its failures, institutional care and its consequences, alternative forms of family care and school environment. The empirical part is qualitatively focused, dealing with foster parents and teachers looking at the issue of children in foster care in the school environment. The data collection was carried out during semi- structured interviews with four foster families and classroom teachers with four children, and participant observation of children in the school environment was conducted. The results of the study suggest that children in foster care often have a school characteristic signs and symptoms, which may be caused by insufficient emotional background in early childhood or emotional deprivation. Cooperation between family and school and awareness of the child's history for teachers are solutions to this problem.
|
|
|
Children in Foster Care in the learning Process
Kulhánková, Petra ; Procházková, Jana (advisor) ; Kucharská, Anna (referee)
Theme of bachelor thesis is children in foster care in the learning process. The bachelor thesis aims to describe specific expressions of children in foster care of preschool and school age, their perception of authority and interaction with the teacher and classmates. The theoretical part is based on the study of literature, trying to map the early development of children in foster care, the importance of family, its failures, institutional care and its consequences, alternative forms of family care and school environment. The empirical part is qualitatively focused, dealing with foster parents and teachers looking at the issue of children in foster care in the school environment. The data collection was carried out during semi- structured interviews with four foster families and classroom teachers with four children, and participant observation of children in the school environment was conducted. The results of the study suggest that children in foster care often have a school characteristic signs and symptoms, which may be caused by insufficient emotional background in early childhood or emotional deprivation. Cooperation between family and school and awareness of the child's history for teachers are solutions to this problem.
|
guest ::
