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Specifications of creating of child's relationship to a transitional object
TŘÍSKOVÁ, Kristina
The bachelor thesis focuses on specifications of creating a child's relationship to a transitional object. The purpose of this thesis is to describe and analyze how the relationship to a transitional object develops. The theoretical part describes problematics of transitional phenomena and object with emphasis on attachment, which is created towards this object by the child. It focuses also on the source of primary bond and attachment as important factors that form this bond. The research part is based on a qualitative design, and to obtain data are used in-depth interviews with nursery teachers and parents of children.
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Transitional objects amongst children
JANEČKOVÁ, Kristina
Bachelor thesis focuses on transitional objects amongst children. The purpose of this thesis is to explore and to describe what types of transitional objects children possess, how long do they own the object and whether they possess more than one object in a given period. Next subject of research is the description of emotivity and behaviour in connection to transitional object. Bachelor thesis is divided into two sections, theoretical part and experimental part. Theoretical part consists of description of transitional object and its significance for child´s mental development, developmental specifics of preschool period, importance of pretend play and last but not least, influence of parenting on transitional object attachment. Experimental part consists of own research and its interpretation. Research sample is created from mothers and teachers of preschool aged children. Chosen data collection method is semi-structured interviews with respondents, that is afterwards analysed by qualitative approach. In the final part, there are stated options for other possible research.
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Case Study: Day-Care Center and Childern Culture
Saladygová, Magda ; Abu Ghosh, Yasar (advisor) ; Ezzeddine, Petra (referee)
This case study based on a fieldwork carried out in a Day-Care Center tries to describe the process of the transition from mothering to wider society which is represented by a classroom of preschool children. Within this process we can note and describe specific ways of parent's, teacher's and especially children's actions. These activities are repeatedly produced. The point of departure is the Hirschfeld's article "Why Don't Anthropologists like Children?" (Hirschfeld, 2002) and his affirmation that children are active participants within process of accepting of social regulations and values and that they create their own culture, "children culture". This study ilustrates that the process of the transition from mothering to wider society is in the first place the process of the separation of child and mother. Within this process we note the function of the "object transitional" that compensate the absence of mother. And we can also observe how the group of pupils is formed and how their group identity is created. This group is situated in a specific place and time. And we observe that all individual actions concerning child are "embodied"- it's because we talk about an "experience that involve the whole person, including the body" (Abu-Lughold, Lutz, 1990 cit. in Ben-Ari, 1998: 138).
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Case Study: Day-Care Center and Childern Culture
Saladygová, Magda ; Abu Ghosh, Yasar (advisor) ; Ezzeddine, Petra (referee)
This case study based on a fieldwork carried out in a Day-Care Center tries to describe the process of the transition from mothering to wider society which is represented by a classroom of preschool children. Within this process we can note and describe specific ways of parent's, teacher's and especially children's actions. These activities are repeatedly produced. The point of departure is the Hirschfeld's article "Why Don't Anthropologists like Children?" (Hirschfeld, 2002) and his affirmation that children are active participants within process of accepting of social regulations and values and that they create their own culture, "children culture". This study ilustrates that the process of the transition from mothering to wider society is in the first place the process of the separation of child and mother. Within this process we note the function of the "object transitional" that compensate the absence of mother. And we can also observe how the group of pupils is formed and how their group identity is created. This group is situated in a specific place and time. And we observe that all individual actions concerning child are "embodied"- it's because we talk about an "experience that involve the whole person, including the body" (Abu-Lughold, Lutz, 1990 cit. in Ben-Ari, 1998: 138).
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