National Repository of Grey Literature 6 records found  Search took 0.01 seconds. 
Name Writing and Reading of Preschool Age Children
Kubíková, Adéla ; Viktorová, Ida (advisor) ; Špačková, Klára (referee)
This bachelor thesis deals with the issue of writing and reading personal names in the preschool period. The personal name is very attractive for the children, and therefore they usually want to learn to write this particular name first. Thanks to the signature, the children gradually become acquainted with the system of writing and the entire culture of writing. In its theoretical part, it briefly describes the individual development characteristics of a preschool child. Further on, it deals with the development of writing in the preschool age and the development of abilities and skills needed to learn to write and read. The focus of the paper lies in the practical part. It is the author's own empirical research of a heterogenic group of children aged 3-6 years. Children had several tasks, such as sign up and then re-read their signature or recognize their name in a short text. The aim of the research was to find out the relationship of the preschool children to their signature. Attention was focused both on the graphic form of the signature, and on the children's notion of the social importance and usefulness of signature. The bachelor thesis also reflects on whether it is more difficult for the children to write their name or to read it.
Preschool Children's Reading of Text with Picture
Bendová, Lucie ; Viktorová, Ida (advisor) ; Špačková, Klára (referee)
Preschoolers are surrounded by illustrated texts. They actively explore the characteristics and function of the print and construct their own hypotheses about it before they learn to read. The aim of this bachelor thesis is to find out how these children interpret text accompanied by the picture and how their ideas develop. Its theoretical part focuses mainly on the work of Argentine psychologist Emilia Ferreiro. The practical part is dedicated to qualitative research which is inspired by the work of Ferreiro. Data were collected from 13 children aged 3-6 years. Four cards with different combinations of text and picture were presented to each child. By an individual interview were captured the strategies used by each child in an attempt to interpret the text. These strategies were described and divided into several categories.
Preschool Children's Reading of Text with Picture
Bendová, Lucie ; Viktorová, Ida (advisor) ; Špačková, Klára (referee)
Preschoolers are surrounded by illustrated texts. They actively explore the characteristics and function of the print and construct their own hypotheses about it before they learn to read. The aim of this bachelor thesis is to find out how these children interpret text accompanied by the picture and how their ideas develop. Its theoretical part focuses mainly on the work of Argentine psychologist Emilia Ferreiro. The practical part is dedicated to qualitative research which is inspired by the work of Ferreiro. Data were collected from 13 children aged 3-6 years. Four cards with different combinations of text and picture were presented to each child. By an individual interview were captured the strategies used by each child in an attempt to interpret the text. These strategies were described and divided into several categories.
Name Writing and Reading of Preschool Age Children
Kubíková, Adéla ; Viktorová, Ida (advisor) ; Špačková, Klára (referee)
This bachelor thesis deals with the issue of writing and reading personal names in the preschool period. The personal name is very attractive for the children, and therefore they usually want to learn to write this particular name first. Thanks to the signature, the children gradually become acquainted with the system of writing and the entire culture of writing. In its theoretical part, it briefly describes the individual development characteristics of a preschool child. Further on, it deals with the development of writing in the preschool age and the development of abilities and skills needed to learn to write and read. The focus of the paper lies in the practical part. It is the author's own empirical research of a heterogenic group of children aged 3-6 years. Children had several tasks, such as sign up and then re-read their signature or recognize their name in a short text. The aim of the research was to find out the relationship of the preschool children to their signature. Attention was focused both on the graphic form of the signature, and on the children's notion of the social importance and usefulness of signature. The bachelor thesis also reflects on whether it is more difficult for the children to write their name or to read it.

Interested in being notified about new results for this query?
Subscribe to the RSS feed.