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Experiencies of plurilinguistic families with educational counselling
Zayats, Inna ; Marádová, Eva (advisor) ; Bartoňová, Miroslava (referee)
This work aims to identify the specifics of plurilingual families with children with special educational needs and to provide insight into their experiences in the field of special education - educational counselling in the Czech Republic. The practical part (5), conducted in a qualitative manner and devoted to individual case studies, interviews with parents, and discussions, is preceded by a theoretical part. Its goals are (1) to outline the issues of language acquisition in children and introduce the reader to the concepts of multilingualism, subsequently multilingual, foreigner, and a child with Czech as additional language as understood by the Czech educational system if it employs these terms. Furthermore, it is essential to address (2) the definition of family in a sociological context with subsequent insights into plurilingual families and organizations that focus on supporting them. The third chapter briefly shed light on (3) the characteristics of the Liberec Region, where the research was conducted. The theoretical part concludes with a chapter (4) addressing special education for plurilingual children in the Liberec Region. KEYWORDS Plurilingual children, children with Czech as additional language, family, educational counselling, cooperation with parents, support
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Parents in Kindergarten
MACHOVCOVÁ, Kateřina
The bachelor thesis is intended to contribute to trying out less traditional ways of cooperation with parents in kindergarten and to facilitate the adaptation of the youngest children in kindergarten. The aim of the thesis is to prepare four meetings of class teachers, children and their parents in a kindergarten setting. The primary aim of these meetings is to strengthen the relationships between all those involved in spending active time together, to support the children's adaptation and to give parents a closer insight into the way they learn in kindergarten. The theoretical part focuses on the developmental characteristics of the child in the older toddler and younger pre- school years (from 2 to 4 years), the importance of the family for the child and the entry into kindergarten and adaptation to the kindergarten environment, the importance of the teacher's personality in the adaptation process, the importance of the kindergarten in the child's development, cooperation with parents and appropriate methods and forms of education for the youngest children, including the use of books and experiential learning. In the practical part, a programme of joint meetings is developed, which was implemented in the kindergarten and evaluated. The evaluation uses the method of observation and interview with children and parents.
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