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Name Writing and Reading of Preschool Age Children
Kubíková, Adéla ; Viktorová, Ida (advisor) ; Špačková, Klára (referee)
This bachelor thesis deals with the issue of writing and reading personal names in the preschool period. The personal name is very attractive for the children, and therefore they usually want to learn to write this particular name first. Thanks to the signature, the children gradually become acquainted with the system of writing and the entire culture of writing. In its theoretical part, it briefly describes the individual development characteristics of a preschool child. Further on, it deals with the development of writing in the preschool age and the development of abilities and skills needed to learn to write and read. The focus of the paper lies in the practical part. It is the author's own empirical research of a heterogenic group of children aged 3-6 years. Children had several tasks, such as sign up and then re-read their signature or recognize their name in a short text. The aim of the research was to find out the relationship of the preschool children to their signature. Attention was focused both on the graphic form of the signature, and on the children's notion of the social importance and usefulness of signature. The bachelor thesis also reflects on whether it is more difficult for the children to write their name or to read it.
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Name Writing and Reading of Preschool Age Children
Kubíková, Adéla ; Viktorová, Ida (advisor) ; Špačková, Klára (referee)
This bachelor thesis deals with the issue of writing and reading personal names in the preschool period. The personal name is very attractive for the children, and therefore they usually want to learn to write this particular name first. Thanks to the signature, the children gradually become acquainted with the system of writing and the entire culture of writing. In its theoretical part, it briefly describes the individual development characteristics of a preschool child. Further on, it deals with the development of writing in the preschool age and the development of abilities and skills needed to learn to write and read. The focus of the paper lies in the practical part. It is the author's own empirical research of a heterogenic group of children aged 3-6 years. Children had several tasks, such as sign up and then re-read their signature or recognize their name in a short text. The aim of the research was to find out the relationship of the preschool children to their signature. Attention was focused both on the graphic form of the signature, and on the children's notion of the social importance and usefulness of signature. The bachelor thesis also reflects on whether it is more difficult for the children to write their name or to read it.
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