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Philosophy for Children in Kindergarten
DIENG, Lucie
The bachelor thesis deals with the application of the philosophize with children method for children in pre-school age. The theoretical part characterizes pre-school children in terms of cognitive processes and speech development. Further, the theoretical part is devoted to the psychological and social characteristics of the pre-school child. In the theoretical part, the program Philosophy for children is also introduced and the major attention is paid to the characteristics of philosophize with children conditions with children in the age-heterogeneous class of kindergarten. The practical part reflects the realization of the method of philosophy with children in the heterogeneous class of kindergarten. The aim of the bachelor thesis is to find out how children respond to this method, to various themes, how they think about them, how they express themselves, how to incorporate philosophy with children as a didactic method in kindergarten practice. The method of interviewing children and their observation was used to achieve the stated objectives. Based on the evaluation of interviews within a larger and smaller group of children, it was possible to establish effective method and optimal conditions for the use of philosophize with children in pre-school education.
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Experiential Games as a Stimulus of Philosophical Dialogue - Theoretical Analysis
BACHTJAN, Pavel
Experiental Games as a Stimulus of a Philosophical Dialogue. This work focuses on the evaluation of the use of experiential games as a means of inducing a philosophical dialogue, namely in the philosophy program with children. In its first part, the leisure time phenomenon is briefly represented as a space in which activities, that can fill the children's leisure time, are performed. The second part focuses on the definition of the term "play" and opens the view of outdoor education from a set of methods and approaches. It develops a view of the issues of education through experience and subsequent reflection. The theoretical layer of the problem is represented here by the models of experiential learning, which represent the initial framework for naming the basic principles that we can draw from the concept of experiential games. The conclusion of the second part of the thesis deals with overlaps of the experience game and indicates the possibility of further utilization and thematic continuation in the level of follow-up activity. The third part focuses on the concept of philosophy with children, the methods used, the optimal conditions for the development of the activity of the community of inquiry and, last but not least, the contribution in the form of personal development of the individual participants, as well as the development of the whole group together. In this context, the work reflects Kolb's model of experiential learning, puts it in touch with the observational style of learning, and also mentions the sociocognitive concept of A. Bandura. The conclusion of the third part deals with the overlaps of both concepts, analyzes the identical elements and the differences between them. On the theoretical level, it evaluates whether the two concepts contain framework agreement and whether they will achieve a positive appreciation effect through their interconnection.
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Implementation of Philosophy for Children in an after-school club
DŘEVOVÁ, Šárka
This thesis describes the proces of implementation of selected elements of Philosophy for Children in the activities of an after-school club. Philosophy for Children and the school club are presented in the theoretical part. The case study describes twenty Philosophy for Children sessions carried out in the morning and afternoon school club programme. Furthermore, factors influencing the programme that have been encounte-red during the philosophical sessions are discussed.
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M. Lipman: Thinking in Education
BLÁHOVÁ, Klára
The thesis presents the critical analysis of the work Thinking in Education by M. Lipman It deals with the problemc of fostering thinking through education. It explains the reasons of the relevance of the dialoque ability, critical thinking and also use of the creative and caring thinking. Also it explains that the thinking skills should be the effect of the education not only as a preparation for a life in the democratic society. The thesis summarize the views of it's critics.
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Philosophy for Children at Primary School
VLASÁKOVÁ, Jana
This thesis deals with the possibilities of using the programme Philosophy for Children to fulfill the objectives of the cross-curricular subjects at Primary school. The theoretical part includes a summary of the objectives of elementary education, then it describes the cross-curricular subjects of the Framework Education Programme for Elementary Education and Philosophy for Children and their interconnection. In the practical part, seven lessons using methods of Philosophy for Children, taught in the 5th year of Primary school, are described and they are analyzed from the philosophical point of view and from the point of view of including the cross-curricular subjects. In the reflection, these lessons are evaluated and the possibility of developing certain skills of pupils in case of longer-term using of this programme is mentioned.
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