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Work with the Learning Stories method in the age homogenous class in the context of Czech nursery school
Niková, Tereza ; Loudová Stralczynská, Barbora (advisor) ; Uhlířová, Jana (referee)
The thesis deals with the issue of assessment of learning processes of preschool children. The aim of the thesis is to deepen the theoretical knowledge and to implement the Learning Stories method in the Czech Republic. The Learning Stories correspond to the key features of formative assessment, supports individual child's learning, monitors child's progress and develops teachers' pedagogical practice. The theoretical part characterizes formative assessment and its key features. The main part of the theoretical work is devoted to the Learning Stories method. It explains the theoretical foundations of the origin of the method in New Zealand, its benefits, the development of children's learning, the observation of the it's progress and the teacher's work in the process of early childhood assessment. The empirical part of the thesis involved action research in the age homogeneous class of pre- school children. Content analysis of letters (as the output of the Learning Stories method) and questionnaires as feedback from parents were used. The letters were analysed based on the criteria of whether they met the principles of the Learning Stories method, how they influence teacher's evaluation and pedagogical planning. The questionnaires were used to determine, how parents evaluate the benefits of the...
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Implementation of the Learning Stories method in pre-primary education in the Czech Republic
Bitnerová, Martina ; Loudová Stralczynská, Barbora (advisor) ; Uhlířová, Jana (referee)
The diploma thesis focuses on the issue of evaluating the learning processes of preschool children. The aim of the diploma thesis is to examine the possibilities of implementing the Learning Stories method in Czech preschool education. The method serves as a tool for documentation, evaluation and support of children's learning in kindergarten and is one of the methods of formative evaluation that are used in preschool education abroad. The work is divided into two parts. The theoretical part characterizes preschool age and its specifics, analyzes the patterns of learning of the child and current approaches to pedagogical diagnostics, its types, methods, means and anchoring in the Framework Educational Program for Preschool Education. Provides key information about the Learning Stories method. The empirical part sets the goals of the research and its methodology. The implemented action research consisted of comprehensive work with the Learning Stories method, which is based on observing the child, documenting, evaluating his learning and creating a story (so-called Learning Story) about his learning processes. The survey finds out how the Learning Stories method has a benefit for the child and how the Learning Stories method can be implemented in a kindergarten environment. Formulates methodological...
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