|
|
Thank Goodness we all are different! The Issue of Diversity in Preschool Education
MERCER, Kristýna
This thesis focuses on teaching tolerance at the early childhood educational level, with a special attention to storytelling. The theoretical part presents basic sociological and psychological theories of otherness, prejudices and their dismantling. It accentuates the importance of a personal experience for reducing prejudice and features a story as a pedagogical tool, which can mediate imagined experience. The practical part brings three stories that aim to encourage tolerance among preschoolers and are written as a methodological support materials for early childhood educators. Additionally, the thesis also reflects the evaluations from five kindergarten teachers, who worked with the stories in their classes.
|
|
|
Otherness of Pupils from Migrant Backgrounds as a Topic for Story-Based Teaching
Neužilová, Dominika ; Laufková, Veronika (advisor) ; Komberec, Filip (referee)
This thesis examines the topic of teaching the theme of otherness of pupils from migrant backgrounds to younger school-aged children, specifically through narrative engagement utilizing the Reading and Writing for Critical Thinking methods. Within the framework of action research, reading lessons were designed and executed to explore various facets of the situations faced by pupils from migrant backgrounds. This educational intervention is meant to facilitate comprehension of these pupils' circumstances and foster the overall acceptance of them. An analysis of the outcomes for each lesson is presented, also the outcomes were evaluated in terms of pedagogical reflection. Moreover, two of them were evaluated by another teacher. Topic relevant literature for children was thoroughly examined and incorporated into the research findings. The reading lessons were based on the following four titles: Kiko and the Secret of the Paper Butterfly, Maja and Kim, The Arab of the Future and Eric. The following methods were employed: unstructured observation, thematic analysis, semi-structured interviews, and content analysis of the lesson outcomes. The research took place in a primary school in two classrooms: 4th grade, comprising of 22 pupils (Class 1); 5th grade, comprising of 21 pupils (Class 2). The lessons...
|
|
|
The story as a means of developing social skills and prosocial behavior in preschool children.
PODSEDNÍKOVÁ, Kristýna
This bachelor thesis isfocused on the story characteristics and itspractical use with preschool children. The aimis to use the story as a means to develop the child's personality in the field of social skills and prosocial behavior. Furthermore, to create an educational program that iscreate dosing methods of drama education suitable for preschool-age by the Framework educational program for preschool education (RVP PV). The theoretical part briefly describes the history and culent course of drama education in kindergartens, as well as social learning, usage of a book and a story. The practical part contains the developed educational unit, its implementation, and feedback verified in practice. It avers dramatization, the child's speechskills, creativity, social learning, and the prosocial behavior that accompanies and motivates the story as a major factor. Methods of interview, observation, self-reflection, and feedback from the teacher after the output are used to evaluace individual lessons. The methodological material is supplemented by the know led get hat resulted from the implementation. A questionnaire surfy was also used to find out whether kindergarten teachers use the story to develop children's social skills in other regional or district kindergartens.
|
|
| |
|
|
Work with children's literature on the topic of disability with preschool children in kindergarten
Nováková, Kateřina ; Laufková, Veronika (advisor) ; Kadrnožková, Monika (referee)
The bachelor thesis deals with what children's books are suitable for opening the topic of a child's life with special educational needs (SEN) and what methods of working with the book (including reading strategies) to use to convey this topic to children through books. The theoretical part deals with the characteristics of children with SEN in preschool education and their education in preschool type facilities; it further mentions work with a book within preschool children. Based on the obtained information, the analysis of framework educational program for preschool education is performed. It also deals with reading literacy, pre-literacy and its development. It mentions the creation of a positive attitude towards reading and how to work with the book in kindergarten. The practical part posed as a problem the development of prosocial behavior of children through work with a book on the topic of life of children with special educational needs. The practical part focused on whether the children's literature mediating the life of a child with special educational needs is used in kindergarten and whether this topic is not very demanding for preschool children. It was done through individual lessons with three books mediating children with disabilities in kindergarten (Madlenka and glasses, Strakáč...
|
|
|
Reading Strategies in Preschool Education
Koželuhová, Eva
The aim of the thesis was to clarify how nursery teachers develop children's comprehension of the text read aloud and how they evaluate the possibility of using reading strategies to support children's comprehension during reading. In the theoretical part, I focused on defining the concept of reading literacy and pre-literacy, approaching the concept of the development of reading pre-literacy in the Czech Republic and clarifying the concept of comprehension of the text. Subsequently, I dealt with the issue of reading strategies and introduced those that are suitable for use in preschool age. In the empirical part, I used the qualitative approach of a multi-case study, which involved eight kindergarten teachers. Through in-depth interviews, repeated observation of the teachers' work with the text and subsequent analysis of video recordings of this work, answers to research questions were sought. It has been shown that teachers intend to develop children's comprehension, but only on a literal level, their work with texts is intuitive, without setting specific goals and monitoring the degree of their achievement. It turned out that reading strategies require a willingness of the teacher to work with them regularly and purposefully and to prepare for reading, which does not correspond to the prevailing...
|
|
|
Reading Strategies in Preschool Education
Koželuhová, Eva ; Wildová, Radka (advisor) ; Maňourová, Zuzana (referee) ; Šmelová, Eva (referee)
The aim of the thesis was to clarify how nursery teachers develop children's comprehension of the text read aloud and how they evaluate the possibility of using reading strategies to support children's comprehension during reading. In the theoretical part, I focused on defining the concept of reading literacy and pre-literacy, approaching the concept of the development of reading pre-literacy in the Czech Republic and clarifying the concept of comprehension of the text. Subsequently, I dealt with the issue of reading strategies and introduced those that are suitable for use in preschool age. In the empirical part, I used the qualitative approach of a multi-case study, which involved eight kindergarten teachers. Through in-depth interviews, repeated observation of the teachers' work with the text and subsequent analysis of video recordings of this work, answers to research questions were sought. It has been shown that teachers intend to develop children's comprehension, but only on a literal level, their work with texts is intuitive, without setting specific goals and monitoring the degree of their achievement. It turned out that reading strategies require a willingness of the teacher to work with them regularly and purposefully and to prepare for reading, which does not correspond to the prevailing...
|
|
|
Pilsen regional folk-tales as a source of projects in nursery school
Bílková, Kristýna ; Hník, Ondřej (advisor) ; Zimová, Lucie (referee)
This thesis introduces a folk-tale as a basement for projects in nursery school. The main goal of the thesis is to show a regional folk-tale and its processing for projects, and as a whole the tale serves as a suitable device for fulfilling goals of preschool education. Theoretical part is focused on providing knowledge of literal theory, methodology of work with text in nursery school, drama education, development psychology and preschool education in context of Framework Education Programme for Preschool Education. A folk-tale, its origin in folk literature and a close relation with fairy-tale is introduced as well as its place in literature for children. Further, the tasks, aims and possibilities of literary production in nursery school are provided and the actual goal of reader literacy is shown. Next discussed topics are the possibilities of using a story, drama education and its methodology in preschool education. Further, the suitable methods of preschool education are introduced with the consideration of preschool child and its needs. In the conclusion of theoretical part the project is described in consideration of its using in nursery school. Practical part deals with the two specific folk-tales and proposes their processing in particular school. Evaluation of projects in comparison with...
|
|
|
The possibilities for preventing the sexual abuse of children of younger school age using stories
Stoilovová, Mariana ; Kodymová, Pavla (referee) ; Dragomirecká, Eva (referee)
Theme: The possibilities for preventing the sexual abuse of children of younger school age using stories Abstract The thesis deals with the primary prevention of the sexual abuse of children of younger school age (6-9 years) using stories. In the first chapter I discuss the cultural and historical context, and then I elaborate on the theoretical background (Child Abuse and Neglect Syndrome, sexual abuse, younger school age, primary prevention, working with stories as well as additional topics related to the concept. The investigative study, which constitutes the empirical part of the thesis, attempts to test the effectiveness of the prevention guide that I created for this thesis. The guide is an interactive manual for preventing the sexual abuse of children of younger school age, and the story contained in it is designed in a way so that it helps children as well as parents learn information and skills that could help reduce the risk of sexual abuse. The managed interactive dialogue, which the guide through its form encourages, is ultimately aimed at strengthening the trust between the parent and child, improving their communication and starting a never-ending dialogue. Keywords: primary prevention, sexual abuse, working with stories, younger school age, Child Abuse and Neglect Syndrome, trauma, sexual...
|
|
|
The possibilities arising from discussion as educational technique and its influence on the development of a pupil's personality
Šlehoferová, Klára ; Krykorková, Hana (advisor) ; Janebová, Eva (referee)
Abstact: The overall objective of this thesis is to draw attention to discussion as a teaching technique. Discussion can be used to develop pupils' abilities, which are necessary for social life. The question: "How do teachers understand this technique and then apply it?", is closely linked to this problem. It is worth mentioning that discussion has very bad connotations in the Czech society. It is mainly due to its representation in media, where discussion is usually shown as a fight of arguments with an arrogant attitude, unethical and self-centred word-tiffs. The only goal is to state one's case very fast and to silence the rival. Where else can a different concept of discussion be seen? Where can we encounter discussion that resembles a dialogue? In my oppinion it is at school. I believe that if discussion is used in the right way at school it can help the society. I consider this as a very current issue and its solution very useful. This thesis is based on an assumption that teachers work with this educational technique in an intuitive way and they do not often take advantage of possibilities offered by the discussion that could develop pupils' personal abilities. The main objective of this thesis is to offer a more extensive theoretical background. It means to define the concept of a discussion with...
|
guest ::
