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Support of child cognitive development in home and school environment with focus on mnemonics
Kytka, Igor ; Morávková Krejčová, Lenka (advisor) ; Stehlík, Luděk (referee)
This thesis entitled Support of child cognitive development in home and school environment with focus on mnemonics outlines the theories of the cognitive development of preschool and school age. Also includes a summary of characteristics of these age periods. This thesis also includes the presentation of selected approaches to cognitive development, such as conceptual learning, or Learning Power, both from a theoretical as well as practical perspective. The practical part of this work is based on the application of training Loci technique and determining their impact on improving cognitive functions in children at primary school, aged 6-12 years. Keywords: cognitive development, cognitive functions, mnemonics, programs for enhancing cognitive functions, preschool age, school age, education, learning
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The Influence of Modern Technologies on Cognitive Development of Children in Early School Age
URBÁNKOVÁ, Markéta
This bachelor thesis focuses on the influence of digital technologies on cognitive development of children in younger school age. I will focus on several cognitive functions and try to prove whether the frequent use of modern technologies affects their memory, attention, language competence or their intelligence, and whether there are any other problems associated with this overuse. I chose this topic because from my point of view i tis a hot issue. Modern technologies - mobile phones, tablet or game consoles have advanced a lot and almost every child actively uses these technologies on daily basis today. This topic is really controversial indeed, I view this issue rather negatively, that is why I chose this topic.
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Rey-Osterrieth Complex Figure of eight years old children
Caltová, Eliška ; Soukupová, Tereza (advisor) ; Goldmann, Petr (referee)
The thesis is focused on the use of the test Rey-Osterrieth Complex Figure at eight years old children. The theoretical part contains a description of the development of cognitive functions. Further presentation of Rey-Osterrieth and Taylor Complex Figures, the possibility of administration, scoring and interpretation. A significant part presents Developmental Scoring System (DSS - ROCF). Empirical part introduces new tentative standards for children aged eight years, comparison of Rey-Osterrieth and Taylor complex figure, analysis of each phase of the test and elements, and comparison of Osterrieth's scoring system with Developmental Scoring System (DSS - ROCF). Our study revealed the following findings. Flynn effect has not been demonstrated in the Rey- Osterrieth complex figure, while the opposite trend was observed. There were found significant differences between Rey-Osterrieth and Taylor Complex Figures at eight years old children in recall trial, in copy trial can be both figures regarded as equivalent. Analysis of the various phases of the test gives guide for interpretation. A comparison of the two approaches provides an overview of the Development scoring system (DSS - ROCF). KEY WORDS Rey-Osterrieth Complex Figure, Taylor Complex Figure, Flynn effect, Developmental Scoring Systém for the...
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The importance of language consistency for literacy development
Trojanová, Mariana ; Seidlová Málková, Gabriela (advisor) ; Richterová, Eva (referee)
This bachelor thesis is a theoretical work discussing the extent of the impact of orthographic depth (consistency) on acquiring early literacy in alphabetic writing systems from the point of view of current psycholinguistics. Alphabetic writing systems vary in the regularity and consistency of their correspondences between graphemes and phonemes, which impacts the development of early reading and writing skills. The goal of this paper is to clarify whether the cognitive development underlying reading and writing skills has the same origin in languages with deep and shallow orthography or if it is of a different nature in the two. The impact of orthographic depth is examined on the level of (1) developmental dyslexia, (2) the rate of development of early literacy skills and (3) the predictors of the early literacy. Throughout research studies it is shown that the orthographical consistency has most impact on the rate and extend of obstacles which are faced by the young reader/writer while acquiring early reading and writing skills. However, the cognitive development underlying the early literacy skills and the predictors of future success in reading has the same origin in all alphabetic writing systems. Keywords: orthographic depth, alphabetic principle, psycholinguistic approach, predictors of...
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Communicative skills and disturbed communications ability of children before initiation of school attendance
Konkusová, Markéta ; Klenková, Jiřina (advisor) ; Durdilová, Lucie (referee)
TITLE: Communicative skills and disturbed communications ability of children before initiation of school attendance. AUTHOR: Markéta Konkusová DEPARTMENT: Department of Special Education SUPERVISOR: doc. PeadDr, Jiřina Klenková, Ph.D. ABSTRACT: The thesis analyzes the communication ability and communication disorder of children at the preschool age. Basic concepts relating to communication and as well as to processed individual categories of communication disorder skills of children before entering the elementary school are defined in the theoretical part of the work. Further the development of a child under the age of six years based on the study of professional sources is outlined including its psychomotor, cognitive and speech development. The final theoretical part is focused on both the possibilities of intervention in case of children suffering from communication disorders and at the speech therapy system for these children before entering the elementary school. In the practical part, which is aimed at parents of the preschool age children and their kindergarten teachers, the occurrence of disorders in this child category is specified. The parents' awareness of these problems and their satisfaction or dissatisfaction with the speech therapy care for their children is also investigated as well as the...
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Mental development of children with low birth weight
Švandová, Lucie ; Ptáček, Radek (advisor) ; Fischer, Slavomil (referee) ; Myšková, Lucie (referee)
Introduction: There is a high prevalence of cognitive and socioemotional dysfunction and disorders in very low birth weight (VLBW <1500 g) and extremely low birth weight (ELBW <1000 g) children. These findings raise concerns and questions about the level of mental development of these children, not only in early childhood but also during school age, adolescence and adulthood. Methods: Socioemotional and cognitive development was assessed in 118 children with VLBW or ELBW and 101 children with normal birth weight (≥ 2 500 g), aged 5 to 9 years. The test battery contained selected subscales from the Intelligence and Development Scales (IDS) and the Developmental Neuropsychological Assessment - second edition (NEPSY-II). Parents were administered Behaviour Rating Inventory of Executive Function (BRIEF), and an anamnestic interview as well as observation was also conducted. Results: A statistically significant difference in cognitive and socioemotional development between children with VLBW/ELBW and children with normal birth weight. The IQ score of children with normal birth weight was on average 12.98 points higher. These children also perform better results than children with VLBW/ELBW in all subtests of the IDS and NEPSY-II. Parents did not evaluate impaired executive function. Conclusion: Among...
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Qualitative Approach to Rey-Osterrieth Complex Figure Test in Psychological Assesment of Children
Bartošová, Eliška ; Soukupová, Tereza (advisor) ; Goldmann, Petr (referee)
The thesis is focused on the Qualitative Approach to Rey-Osterrieth Complex Figure Test in Psychological Assesment of Children. Attention is paid to the classical qualitative Osterrieth's approach and the DSS-ROCF (Developmental Scoring System for the Rey-Osterrieth Complex Figure). The theoretical part contains the introduction of the method, history, approaches to administration and evaluation. In accordance with the developmental context of the method, psychological processes that determine performance in the test and guides to interpret children's qualitative performance are introduced. Finally, the concept of ADHD syndrome and the use of Rey-Osterrieth's complex figure for psychological assesment of attention deficit disorders are defined. The empirical part presents a qualitative assessment of performance in the test in children with ADHD and non-clinical children. It describes the methodology of the research and its conclusions, which are discuss. The results of this work provide guidelines for qualitative assessment of child performance in the ROCF test and its interpretation. It provides information about the test in the psychological assesment of attention disorders and extends the validity of Osterrieth's qualitative approach to the assessment of a group of children with ADHD. Part of...
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