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Role of coordination between drawing and writing in the development toward school readiness
Kylarová, Helena ; Klusák, Miroslav (advisor) ; Viktorová, Ida (referee)
In this diploma thesis we build on the topic of mental operation used in Jirásek's orientation test of school readiness. We aim to explain which mental operations are crucial for acquiring the skill of looped writing reproducing. We are looking for children's ideas about writing, in particular for their way of expressing the ideas about looped writing. Our theory is based on Piagetian approach and we also do a comparison to other authors, namely Anette Karmiloff Smith, Emilia Ferreiro and Ana Teberosky, Esther Adi-Japha and Norman Freeman. Data obtained using cross-sectional research on preschool children (of age from three to six years) suggest that there is a link between a success in the test of looped writting reproducing and iconicity overcoming. On the other hand, no link was found between acquiring the skill of quazi-iconicity and looped writting reproducing. KEYWORDS Preschool age, test of school readiness, looped writing, mental operation, iconicity, quazi- iconicity, cross-sectional research.
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The Process of Acquiring the Linguistic Concept of Conjunction by Primary School Pupils
Martáková Styblíková, Jana ; Hájková, Eva (advisor) ; Höflerová, Eva (referee) ; Čechová, Marie (referee)
Title: The Process of Acquiring the Linguistic Concept of Conjunction by Primary School Pupils Author: Mgr. Jana Martáková Styblíková Department: Czech Language Department Supervisor: doc. PhDr. Eva Hájková, CSc. Abstract: The dissertation deals with the issue of acquiring the linguistic concept and the term of the conjunction by primary school pupils of 1st-5th, works with children's preconceptions in the language area and introduces how the pupils of the first grade of the elementary school work with the term conjunction. It maps the cognitive processes of pupils in the context of the acquisition of the conjunction language phenomenon and the important moments in which the primary child preconception changes into the language term in the pupils mind. Introduces with the process of conceptualizing the language reality, in which he detaches from the naive child concept of conjunction to the specific linguistic term of a conjunction as a verbal type. It describes the individual parts of the research, in which the individual thought movements of pupils in the area of linguistic gripping of the term conjunction are gradually transformed. It presents the individual research methods as tools by which we monitor the development of the preconception of the conjunction in the linguistic concept. Managed interviews...
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Role of coordination between drawing and writing in the development toward school readiness
Kylarová, Helena ; Klusák, Miroslav (advisor) ; Viktorová, Ida (referee)
In this diploma thesis we build on the topic of mental operation used in Jirásek's orientation test of school readiness. We aim to explain which mental operations are crucial for acquiring the skill of looped writing reproducing. We are looking for children's ideas about writing, in particular for their way of expressing the ideas about looped writing. Our theory is based on Piagetian approach and we also do a comparison to other authors, namely Anette Karmiloff Smith, Emilia Ferreiro and Ana Teberosky, Esther Adi-Japha and Norman Freeman. Data obtained using cross-sectional research on preschool children (of age from three to six years) suggest that there is a link between a success in the test of looped writting reproducing and iconicity overcoming. On the other hand, no link was found between acquiring the skill of quazi-iconicity and looped writting reproducing. KEYWORDS Preschool age, test of school readiness, looped writing, mental operation, iconicity, quazi- iconicity, cross-sectional research.
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Moral reasoning of older school age children
Oborná, Denisa ; Klusák, Miroslav (advisor) ; Neuwirthová, Barbora (referee)
The thesis deals with researching the ethical judgement in middle-school children, i.e. boy/girl scouts at the ages of eleven to fifteen years. I have gathered the underlying data by regularly attending the meetings of a boy/girl scout squad, observing and interviewing the children and, most importantly, consulting their scoutmasters, thereby gaining a comprehensive idea of the ethically ambiguous situations the children face during their time in the squad. I have defined my research area as a result of this. Together with the scoutmasters, we have then devised an activity that allowed us to have discussions with the children within the scope of the scout law, with the aim to gain an understanding of their ethical judgement. I have gained my theoretical sensitivity and overview of the general subject primarily from the works of Jean Piaget and Lawrence Kohlberg.
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