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A set of activities and games for the development of preschloolers' mathematical literacy
ZOBALOVÁ, Jitka
This thesis discusses the importance of developing mathematical thinking in children of preschool age. The work offers a set of activities and games that can be used when working with children to develop mathematical ideas. It can serve as a reservoir for beginning teachers, as well as teachers with pedagogical experience. The theoretical part of the thesis introduces the development of a preschool child, pre-mathematical activities, and the characteristics of the current concept of preschool education, including the development of mathematical preliteracy in the motor, cognitive, and emotional areas. The practical part contains a set of activities and games that are divided into individual areas of developing mathematical literacy. This file is verified in practice and is reflected in detail.
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Kindergarten teachers and the development of mathematical
SOBOTKOVÁ, Veronika
The aim of the bachelor´s thesis is to create an educational offer of activities that support the development of mathematical pre-literacy of preschool children. Particularly, it is based on findings of the questionnaire survey. The theoretical part deals with the definition of mathematical pre-literacy at preschool age and introduces the developmental characterictics of children, which are important for its development. Moreover, the thesis formulates requirements for the competencies of kindergarten teachers. In addition, the theoretical part summarizes inspiring approaches of Montessori pedagogy and offers the possibility of using digital technologies in the development of mathematical preliteracy in preschool education. The practical part contains an educational offer of activities, which are focused on geometrical shapes, spatial and temporal orientation, sorting and comparison, numbers and counting.
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Cultivation of mathematical literacy in family settings
DEJMKOVÁ, Kristýna
The main aim of this bachelor thesis is to show and verify possibilities how nursery school cooperate with families during cultivating mathematical pre-literacy of pre-school children. In the theoretical part there is described a definition of mathematical pre-literacy and its delimitation in curriculum document for pre-school education. There is also a basic mathematical concept and goals. The second part of theoretical part deals with nursery school and family and its mutual cooperation which has a very important impact in ubringing and education of children. The bachelor thesis also shows a development of cooperation in the historical context and an importance and a benefit of communication. The practical part deals with survey which is focused on opinions and knowledge of parents. For the research were used interviews and questionary. Based on this gained informations was suggested a new form cooperation between family and nursery school and made activities which help with mathematical progress.
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Activities deepening mathematical pre-literacy of children in kindergarten
LIŠKOVÁ, Lenka
The aim of this thesis was to create a set of activities to deepen mathematical pre-literacy of children in kindergarten. The theoretical part summarizes the knowledge about preschool children, which have an influence on mathematical pre-literacy, especially the way of thinking and perception. Furthermore, the concept of mathematical pre-literacy is defined and its understanding in the Framework Education Program is mapped. The areas of mathematical pre-literacy and cognitive processes related to it are described. The traditional approach (according to Kaslova) is also compared with the ideas brought by the Hejny method. In the practical part is used mixed research. The first phase is a questionnaire survey, which is quantitatively evaluated. Its aim was to find out how a selected group of kindergarten teachers perceive mathematical pre literacy. On this basis, a set of activities was created on three different topics. It was tested by selected teachers who reflected their experience in writing. Reflections were qualitatively evaluated.
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