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The experience of teachers and parents with the inclusion of two-year-old children in kindergarten
HANUSOVÁ, Aneta
This work deals with the suitability of inclusion of two-year-olds in nursery schools. The first part addresses the history, various forms, and organisation of early childhood education. The next chapters deal not only with the developmental characteristics of children under three years of age, but also with the personality traits of a preschool teacher. The thesis also includes a breakdown of documents dealing with the job description of teaching and non-teaching staff. By means of different research tools, the empirical part further investigates various teachers´ and parents´ personal experience in including two-year-olds in kindergartens.
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2 Years Old Child - View of Parents and Nursery Teachers
ŠIMSOVÁ, Kristýna
The topic of this paper is a 2 years old child - view of parents and nursery teachers. The paper consists of a theoretical and practical part. The theoretical part will introduce characteristics of two-year-old child's development phases with an emphasis on bonding, separation and individualization theory, a period of defiance and self-discovery. The practical part will explain the findings from interviews with kindergarten teachers and parents. The aim of this paper is to explore what motivates parents to place two-year-old children into kindergarten, examine the ways of working with young children and problems of their adaptation.
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The role of an assistant for childern with Down syndrome in a kindergarten
CMUNTOVÁ, Markéta
The integrating of the children with the special educational needs into the common kindergarten is the actual and widely discussed topic. Due to the inclusion the handicapped children may be integrated into the education in the common kindergarten. The bachelor thesis charts the role of the educatorassistant in the particular stages of the integrating the child with the Down syndrome into the kindergarten. The theoretical part introduces the issue of the educational assistance, its meaning, goals and an approach. Furthermore, there is described the concept of the educator assistant, legislative framework of this profession, the qualification premise, the particular activities of the educator assistant and the concept of the mental handicap targeted on the children with the Down syndrome. In the practical part there are presented the results of the qualitative research realized in the kindergartens, in which there are included the children with the Down syndrome, or they were in the past. The research was implemented with the form of the interview with the open questions with five teachers of the kindergarten and with five educator assistants.
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