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Preparing for school mathematics via a serie of activities inspired by creations of artist Zdeněk Sýkora
Tydlitátová, Lucie ; Kaslová, Michaela (advisor) ; Havlíčková, Radka (referee)
The Bachelor's thesis deals with the connection between pre-math literacy and art education in kindergarten. The paper refers to similar activities suitable for primary school, but the scenarios and their implementation in practice fully respect the specifics of preschool age. Both the methods and the material are adapted to this, as is the language. Activities linking pre-math literacy and visual arts are embedded in a specific didactic structure. The thesis has three main parts. The theoretical part deals with the areas on which the practical part is based: motor and cognitive development of the preschool child, a brief biography of the artist Zdeněk Sýkora, and pre-math literacy. The methodology part defines the aims, tasks and methods of the Bachelor's thesis, and is based on action research with elements of qualitative research. The practical part includes scenarios and description of their implementation, records of the observed phenomena and their analysis based on direct observation, video recording and reflection with post-reflection. Children aged 5 years and 7 months to 6 years and 7 months were observed in a kindergarten setting. On the basis of the partial conclusions, minor modifications in the scenario are proposed, which are complemented by didactic recommendations for the possible...
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Labyrinths - in the role of an instrument developping space and plane orientation of pre-school child
Černá, Lenka ; Kaslová, Michaela (advisor) ; Kvasz, Ladislav (referee)
The aim of the thesis is to determine whether the practice of using a graded series of labyrinths affect their final solution, hence the orientation in the plane, check the level of understanding of labyrinths and determine whether the sex of children affect the resulting solution. Thus, the work environment uses of labyrinths to develop a structured orientation in a limited space for pre-school children aged five to six (seven) years. The theoretical part characterizes preschool child and explains the context pre- mathematical literacy and orientation in space/plane with the delegation on labyrinthsurthermore, the labyrinths of focus in terms of historical, semantic and didactic.Furthermore, the labyrinths of focus in terms of historical, semantic and didactic. The practical part describes research which in obtaining information from the set of samples used structured observations and findings to the final results of the comparative analysis. They are discussed in connection with: the needs of the child and their saturation; orientation in space/plane; problem situation; interactions of teachers and children. KEY WORDS Pre-school children, pre-mathematical literacy, space orientation, plane orientation, labyrinths, applied methods and phormes of solution.
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Knowledge of mathematics at the beginning of school attendance
MINÁŘOVÁ, Kristýna
The aim of the bachelor thesis is to create ten educational suggestions for the development of pre-mathematical literacy at pre-school age. The theoretical part deals with pre-school age, introduces the cognitive development and the individual cognitive processes that are important for the development of pre-mathematical literacy with pre-school children. It defines the concept of pre-mathematical literacy and defines its individual components. At the end of the theoretical part there are presented activities that develop the basic mathematical ideas in the stated age category. The practical part is divided into two parts the creation of ten educational offers on various topics for the development of pre-mathematical literacy with pre-school children and the subsequent evaluation of the teaching experiments that have been tested in a kindergarten.
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Labyrinths - in the role of an instrument developping space and plane orientation of pre-school child
Černá, Lenka ; Kaslová, Michaela (advisor) ; Kvasz, Ladislav (referee)
The aim of the thesis is to determine whether the practice of using a graded series of labyrinths affect their final solution, hence the orientation in the plane, check the level of understanding of labyrinths and determine whether the sex of children affect the resulting solution. Thus, the work environment uses of labyrinths to develop a structured orientation in a limited space for pre-school children aged five to six (seven) years. The theoretical part characterizes preschool child and explains the context pre- mathematical literacy and orientation in space/plane with the delegation on labyrinthsurthermore, the labyrinths of focus in terms of historical, semantic and didactic.Furthermore, the labyrinths of focus in terms of historical, semantic and didactic. The practical part describes research which in obtaining information from the set of samples used structured observations and findings to the final results of the comparative analysis. They are discussed in connection with: the needs of the child and their saturation; orientation in space/plane; problem situation; interactions of teachers and children. KEY WORDS Pre-school children, pre-mathematical literacy, space orientation, plane orientation, labyrinths, applied methods and phormes of solution.
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