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Comparation of pre-primary, primary education and a child's entry to school in the Czech Republic and the Netherlands
Freudenfeldová, Veronika ; Kropáčková, Jana (advisor) ; Poche Kargerová, Jana (referee)
The thesis deals with comparison of pre-school and primary education and child's entry to school in the Czech Republic and the Netherlands. It is devided into two parts, the theoretical part and the practical part. In the theoretical part is summarized pre-school and primary education from both countries. Through the historical overview we come to nowadays school educational systems, ongoing debates and policy trends planned for the future. The practical part deals with child's transfer from second to third grade in the Netherlands. With a use of the record sheets I follow and evaluate the child's development in the last year of preschool in the Czech Republic and in the second grade of Dutch primary school. The aim of the thesis is on to determine how are children in the Czech Republic and the Netherlands prepaired at the age of 5-6 years for entering the school. The question is whether Dutch children are affected and more prepaired from compulsory school attendance than children in the Czech Republic.
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Diagnostics of school readiness
Vondráčková, Jana ; Felcmanová, Lenka (advisor) ; Hájková, Vanda (referee)
This thesis deals with diagnosing school readiness at enrollment for compulsory school attendance. The paper defines the terms of school readiness, school maturity, enrollment for compulsory school attendance, school attendance postponement and acceptance of the child younger than six years. Another part describes the enrolment process for compulsory education in primary schools in Českobudějovicko. Three goals have been set: how teachers of selected primary schools in Českobudějovicko diagnose school readiness during enrollment for compulsory school attendance, what is their experience with school start postponement and early school starts (before 6 years), and to see if elementary schools cooperate with kindergartens in enrollment for compulsory school attendance. To achieve the goals was used qualitative research, an interrogation method, semi-structured interview technique. Through interviews with selected teachers coming from nine primary schools these objectives have been met. Elementary schools use different methods for diagnosing school maturity, but in most cases they diagnose the child in the fields recommended by literature. They also cooperate with kindergartens in the enrolment process. Experience of their teachers with an additional postponement in enrolment, or with early enrolment...
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Comparison of the diagnostic results school readiness in town and village
RŮŽIČKOVÁ, Martina
The Bachelor thesis titled The comparison of the diagnostic results of school readiness in the city and in the village is focused on the problems of the school age development. The object is to give the opinion on better readiness for school of the children in the city or in the village. The theoretical part contains the characteristics of preschool child's motor, cognitive, perceptual, social and emotional development. There is the concept of the school readiness and the individual parts of the school readiness, the school readiness, the school immaturity and the reason of the postponement of schooling there. The practical part includes the results of the investigation in the selected sample of children using the tests of the school readiness.
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The play as the implement of knowledge and development of the pre-school child
PALEČKOVÁ, Jiřina
In my bachelor´s work I am concerned with play activity and it´s development, characteristics, fundamental and meaning in preschool education. I am concerned with various selection of playing and with creation of optimal conditions for the playing. One of the most important part of playing are various toys and other play equipment. I observe child´s playing from two points of view. First as the child´s evaluation activity which means what the playing brings and how the activity develops the child´s personality. At the same time I deal with possibilities that the playing provides to the teacher to learn more about the child and to be able to understand the child better. I am interested in the meaning of the term free playing or playing as an investment of love or how it is possible to use playing in educational diagnostics and therapy. The theoretical knowledge is followed by the practical part which involves result analysis of the study of children´s playing. Using observation I compare how children play in a heterogenous group and group of children at different ages. It means what sort of toys they use most often and if they are able to cope with rules and respect each other and what way they use to solve conflict situations while enjoying group playing. I note if they play apart or if they have need to play with the others, to comunicate with them, to win recognition or if they are passive during playing and submit to the ideas of the others and let the others have the upper hand. Another research, in form of questionnaire for the teachers and parents, finds out how children play at home in their free time and how not only teachers but parents themselves view such playing and if they realize its naturalism and usefulness and its therapeutic signification.
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