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A fairy tale as means to preschool child development
DVOŘÁKOVÁ, Nikola
The bachelor thesis is focused on working with an authored fairy tale with preschool children in a kindergarten environment. The theoretical part contains three basic chapters. The first chapter introduces the characteristics, historical development and basic classification of fairy tales. It summarizes the function of fairy tales in preschool education and discusses the language style of fairy tales. The second chapter is focused on the fairy tale as a tool in preschool education. The third chapter deals with the analysis of the Preschool education curriculum framework (PECF) and the learning domains. The practical part deals with the implementation of philosophical discussion, creative writing and artistic elaboration of the authored fairy tale. Furthermore, it deals with the research investigation of the influence of a fairy tale story on a group of children in kindergarten.
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Differences in emotions recognition among preschool children
KÁPLOVÁ, Veronika
The aim of my bachelor thesis is to map the emotion recognition skills of pre-school children. The theoretical part initially contains a basic definition of emotion and afterwards also deal with face databases and then the basic emotions, that are also a part of the empirical part of the thesis, are defined. The development of a pre-school child and its important milestones are also presented. Last but not least, the topic of emotion processing is explained, specifically the processing of facial expressions. The empirical part includes interviews with two kindergarten teachers including the headmistress, and a sample of 16 children (N = 16). The children are then divided into groups, based on the teachers' assessment, whether they have a problem with discipline or not and whether they come from a complete/incomplete family. Furthermore, they are compared with each other. The sample of children ranges from 4 to 5/6 years.
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Separation of a child when entering kindergarten
SOMMEROVÁ, Lucie
The work deals with the separation of a child when entering kindergarten and aims to describe the symptoms of a child who is separated from his parents. First, we define the concept of preschool age, and then it is characterized in terms of developmental psychology, which is investigated further by the socialization of the child. Other chapters describe pre-school education and kindergarten as an institution and of course the very notion of separation. The subchapters deal with the connection, the actual separation, the fear of separation, the child's behavior and how the parents or the child's homeroom teacher can help in this process. The research is devoted to case studies and seeks a way to answer the main research question: How does a child express itself during separation? The knowledge we gain through participant observation of one boy and indepth semi-structured interviews with his mother.
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