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Pre-literacy skills of socio-culturally disadvantaged kindergarten children
Korbelová, Karolína ; Málková, Gabriela (advisor) ; Sotáková, Hana (referee)
The subject of this thesis is the mapping of the pre-literacy skills of socio-culturally disadvantaged children in the last year of kindergarten in comparison with the performance of pre-literacy skills of their peers. The thesis is based on empirical research in kindergartens with children (N=47) aged 68 to 82 months and their parents (legal representatives). The aim of this research work is not only to describe and characterize the pre-literacy skills of pre-schoolers from socio-culturally disadvantaged backgrounds, but also to systematically review what is known about the phenomenon of socio-cultural disadvantage in the existing psychological literature and to propose a specific procedure for identifying socio-cultural disadvantage. This procedure is applied in this paper as part of the methodological steps in the research part of the thesis. The socio-cultural disadvantage is thus identified based on the mother's highest level of education and the child's level of receptive vocabulary. Statistical analyses of data on the pre-literacy skills of socio-culturally disadvantaged children and their peers who are not at risk of socio-cultural disadvantage reveal that socio-culturally disadvantaged children perform statistically significantly worse than children who are not at risk of socio-cultural...
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Pre-school preparation for literacy development
Chalupová, Aneta ; Wildová, Radka (advisor) ; Nožičková, Anna (referee)
In my bachelor's thesis I deal with the development of pre-literacy in a public kindergarten and in a preschool facility of the Montessori type. The theoretical part serves as an introduction to the topic. There is an approach to the current concept of preschool education, the characteristics of public kindergartens and Montessori kindergartens. The preschool age and development of the child in the areas of gross motor skills, fine motor skills and graphomotor skills are outlined. I followed the current trends of school readiness, maturity and dealt with the development of pre-literacy, where I mentioned goals and methods. The aim of the practical part is to find out how to choose selected kindergartens, to participate in the development in the areas of gross motor skills, fine motor skills and graphomotor skills on the basis of the class educational program. Observation and analysis of documents were involved in research methods. The research shows that selected kindergartens prepare children for the development of literacy sufficiently according to the classroom educational program. Children are well prepared to enter primary school. The development is compatible with the classroom educational program. Kindergartens develop children in these areas in different ways. The bachelor's thesis presents...
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The process of acquiring written language in the pre - school age (case study)
Chalupová, Veronika ; Viktorová, Ida (advisor) ; Špačková, Klára (referee)
During the long-term observation of the child in his pre-school age, I tried to look closer at the way a child enters the world of written culture. Inspired by E. Ferreiro's approach, I focused on the child himself and his own activities with written language related. The empirical part consists of the specific case study of the process of acquiring written language in pre-school age period, where I present my observations. I subsequently analyze the observations and child's spontaneous as well evoked writtings and placet hem in the theoretical framework. The results of the study show there is the need for more attention to be paid to the process of acquiring of written language in pre-school age. Especially in the context of effective teaching reading and writing
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Methods of reading literacy development for pre-school children
Lisá, Markéta ; Šormová, Kateřina (advisor) ; Saicová Římalová, Lucie (referee)
(in English): This work deals with the development of reading preliteracy of preschool children. In the first part of the work is described language development of preschool child, term literacy and other terms related to it and also reading preliteracy. Next, the factors which are influenced by external factors, so family and school factors and their mutual relationships, are evaluated. In the second part, the statements of kindergarten teachers, who were interviewed by semi- structured interview, are evaluated. The objective of the work is to find out which activities developing reading preliteracy are applied in kindergartens and which materials are within these activities used. It also brings findings about attitudes of the teachers about some problematic fields of the development of reading preliteracy and the whole preschool education. Klíčová slova (anglicky): pre-school children, reading literacy, preliteracy, pre-school education
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