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Raising Phonetic Awareness at Primary Level
Skočdopolová, Petra ; Červinková Poesová, Kristýna (advisor) ; Müller Dočkalová, Barbora (referee)
The theoretical part of the thesis scrutinizes the principles of awareness raising and noticing in language teaching. Furthermore, it focuses on their implementation in pronunciation teaching and examines the possible limitations to these approaches imposed by learners' age and level of cognitive development. The practical part presents a research which consists of designing a battery of pronunciation activities promoting noticing and awareness raising, followed by their pilotage in five different groups of elementary school pupils. The aim of the research is to determine whether the piloted activities result in young learners noticing the target pronunciation features. The results of the research suggest positive impact of the noticing and awareness raising activities even among the pupils at lower stage of cognitive development. Key words: young learners, teaching pronunciation, consciousness raising, noticing, cognitive development, learners' involvement
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Support of child cognitive development in home and school environment with focus on mnemonics
Kytka, Igor ; Morávková Krejčová, Lenka (advisor) ; Stehlík, Luděk (referee)
This thesis entitled Support of child cognitive development in home and school environment with focus on mnemonics outlines the theories of the cognitive development of preschool and school age. Also includes a summary of characteristics of these age periods. This thesis also includes the presentation of selected approaches to cognitive development, such as conceptual learning, or Learning Power, both from a theoretical as well as practical perspective. The practical part of this work is based on the application of training Loci technique and determining their impact on improving cognitive functions in children at primary school, aged 6-12 years. Keywords: cognitive development, cognitive functions, mnemonics, programs for enhancing cognitive functions, preschool age, school age, education, learning
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A case study comparing discursive strategies employed by a child at both pre and early school years as they seek to make sense of the world that surrounds them
ŠIMKOVÁ, Marie
The present thesis aims to analyse a narrative interaction between a child (Natálka) and an adult with regard to discursive strategies employed in the context of imagination and creativity. I applied the method of Conversation Analysis to the examination of the transcribed audio recordings that were taken in 2018 and at the turn of 2020 during the interaction between Natálka and myself. An analysis of the data identified that in the child's repertoire the following practices were present: (1) linking two or more episodes in a conversation, (2) asking questions, (3) separating individual topics, and (4) using other discourse elements; concretely humour, exaggeration, and negotiation techniques. The first part of the thesis sets out the discursive practices examined and argues for the insights these provide into the imagination and creativity of a child. The analysis, which is undertaken in the form of a case study, subsequently maps the use of the selected strategies developed over two years of Natálka's life and characterises how these changes reflect the child's cognitive development.
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The Influence of Modern Technologies on Cognitive Development of Children in Early School Age
URBÁNKOVÁ, Markéta
This bachelor thesis focuses on the influence of digital technologies on cognitive development of children in younger school age. I will focus on several cognitive functions and try to prove whether the frequent use of modern technologies affects their memory, attention, language competence or their intelligence, and whether there are any other problems associated with this overuse. I chose this topic because from my point of view i tis a hot issue. Modern technologies - mobile phones, tablet or game consoles have advanced a lot and almost every child actively uses these technologies on daily basis today. This topic is really controversial indeed, I view this issue rather negatively, that is why I chose this topic.
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The Effect of early treatment on psychomotor development in children with epileptic encephalopathy
Beňová, Barbora ; Kršek, Pavel (advisor) ; Příhodová, Iva (referee) ; Aulická, Štefania (referee)
Children with focal intractable epilepsy caused by MCD, FCD and TSC are in a high risk of development of cognitive delay, as a result of both drug resistant epilepsy and genetically determined abnormal structure of the neuronal networks. Epilepsy surgery represents an established and safe treatment method of focal drug resistant epilepsy, and increases the chances for these patients to be rid of epileptic seizures, anti-epileptic medication and cognitive comorbidities. Current data on genetic background of focal MCD and FCD and their comorbidities provide space to expand the diagnostic process in epilepsy surgery candidates. However, available information on genetic causes of MCD and FCD do not allow us to infer prognostic estimates on chances of seizure freedom and optimal cognitive development. Future studies should elucidate these uncertainties.
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Rey-Osterrieth Complex Figure of eight years old children
Caltová, Eliška ; Soukupová, Tereza (advisor) ; Goldmann, Petr (referee)
The thesis is focused on the use of the test Rey-Osterrieth Complex Figure at eight years old children. The theoretical part contains a description of the development of cognitive functions. Further presentation of Rey-Osterrieth and Taylor Complex Figures, the possibility of administration, scoring and interpretation. A significant part presents Developmental Scoring System (DSS - ROCF). Empirical part introduces new tentative standards for children aged eight years, comparison of Rey-Osterrieth and Taylor complex figure, analysis of each phase of the test and elements, and comparison of Osterrieth's scoring system with Developmental Scoring System (DSS - ROCF). Our study revealed the following findings. Flynn effect has not been demonstrated in the Rey- Osterrieth complex figure, while the opposite trend was observed. There were found significant differences between Rey-Osterrieth and Taylor Complex Figures at eight years old children in recall trial, in copy trial can be both figures regarded as equivalent. Analysis of the various phases of the test gives guide for interpretation. A comparison of the two approaches provides an overview of the Development scoring system (DSS - ROCF). KEY WORDS Rey-Osterrieth Complex Figure, Taylor Complex Figure, Flynn effect, Developmental Scoring Systém for the...
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The importance of language consistency for literacy development
Trojanová, Mariana ; Seidlová Málková, Gabriela (advisor) ; Richterová, Eva (referee)
This bachelor thesis is a theoretical work discussing the extent of the impact of orthographic depth (consistency) on acquiring early literacy in alphabetic writing systems from the point of view of current psycholinguistics. Alphabetic writing systems vary in the regularity and consistency of their correspondences between graphemes and phonemes, which impacts the development of early reading and writing skills. The goal of this paper is to clarify whether the cognitive development underlying reading and writing skills has the same origin in languages with deep and shallow orthography or if it is of a different nature in the two. The impact of orthographic depth is examined on the level of (1) developmental dyslexia, (2) the rate of development of early literacy skills and (3) the predictors of the early literacy. Throughout research studies it is shown that the orthographical consistency has most impact on the rate and extend of obstacles which are faced by the young reader/writer while acquiring early reading and writing skills. However, the cognitive development underlying the early literacy skills and the predictors of future success in reading has the same origin in all alphabetic writing systems. Keywords: orthographic depth, alphabetic principle, psycholinguistic approach, predictors of...
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Communicative skills and disturbed communications ability of children before initiation of school attendance
Konkusová, Markéta ; Klenková, Jiřina (advisor) ; Durdilová, Lucie (referee)
TITLE: Communicative skills and disturbed communications ability of children before initiation of school attendance. AUTHOR: Markéta Konkusová DEPARTMENT: Department of Special Education SUPERVISOR: doc. PeadDr, Jiřina Klenková, Ph.D. ABSTRACT: The thesis analyzes the communication ability and communication disorder of children at the preschool age. Basic concepts relating to communication and as well as to processed individual categories of communication disorder skills of children before entering the elementary school are defined in the theoretical part of the work. Further the development of a child under the age of six years based on the study of professional sources is outlined including its psychomotor, cognitive and speech development. The final theoretical part is focused on both the possibilities of intervention in case of children suffering from communication disorders and at the speech therapy system for these children before entering the elementary school. In the practical part, which is aimed at parents of the preschool age children and their kindergarten teachers, the occurrence of disorders in this child category is specified. The parents' awareness of these problems and their satisfaction or dissatisfaction with the speech therapy care for their children is also investigated as well as the...
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