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Differences between the homogenous and heterogenous classes arranged at maternity schools, plus the influence of these arrangements on the child's preparedness to enter the first grade of elementary school.
Srbová, Věra ; Kropáčková, Jana (advisor) ; Havlová, Jana (referee)
Résumé This thesis deals with finding differences between homogeneously and heterogeneously assorted classes in nursery schools and their influence on the readiness of a child to enter the first class in elementary school. The theoretical part focuses on school maturity and readiness, general characterization of a pre-school child before entering the first class in elementary school, differences between heterogeneously and homogeneously assorted classes in nursery schools and finally on a child's preparedness for the compulsory education. The practical part shows the results of a research carried out by the means of an author's test of school maturity method and a questionnaire. The research sample consisted of children of pre-school age before entering elementary schools from heterogeneous and homogeneous nursery school classes and pedagogues from nursery and elementary schools. The main objective of this research was to find out which children are better prepared for entering elementary school, whether from homogeneous or heterogeneous classes in nursery schools. The results of the research showed that children from homogeneous classes are prepared for entering elementary schools on the same level as children from heterogeneous classes, which leads to the conclusion that age composition of classes in...
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Specifics of the work of a novice teacher when integrating a pupil with a different mother tongue at a Czech primary school
Loudová, Anna ; Horáčková, Klára (advisor) ; Loudová Stralczynská, Barbora (referee)
This thesis deals with the problematics of the work of a novice teacher, who has a pupil with a different mother tongue in his class. Its aim is to identify the specifics that usually accompany the work of novice teachers when integrating these pupils. The text is structured into two parts, each of which is further divided into several chapters. The first, theoretical, part compiles and then presents expert knowledge on migration, inclusion and then education of pupils with a different mother tongue and, last but not least, the role of the school as well as teachers in the process of integration of these children. It also sets out the criteria that affect and influence pupil integration with a different mother tongue. The second part of the thesis is practical. It contains an analysis of the work of two teachers who currently have pupils with a different mother tongue in their class and are trying to integrate them. It is focused on the specifics of working with them. The analysis of their work is carried out on the criteria set out at the end of the theoretical part of this thesis. These criteria are based on the study of professional literature. The result of the thesis is the description of teaching strategies and procedures of these pedagogues, the analysis of their approaches to teaching in a...
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Strategies and resources of help of assistant to student in learning
Žánová, Tereza ; Tomková, Anna (advisor) ; Krčmářová, Tereza (referee)
This thesis is about strategies applied by the teaching assistant and his tools of help in connection with the pupil in the learning process. The theoretical part includes the following themes: the inclusion, the position of teaching assistant and the pupils with special educational needs. The practical part of thesis solves the problems of two individual pupils with special educational needs visiting the first grade of elementary school. This part aims at searching and reflection of effective help from the teaching assistant to the pupil. The practical part is based on an action research that is divided into two parts. Each practical part is dedicated to one pupil. The first part of the action research dedicated to pupil J. solves a problem with pupil's seisures and his return to the learning proces. During the research, it has been observed that the pupil is returned to the learning proces through the quiet handling of teaching assistant connected with an eye contact. The second part of the action reasearch is dedicated to the pupil P. The problem of low self-confidence and often giving up of his work before its completion is solved in this part. In this case the tool prepared in cooperation with the teaching assistant and the class teacher seems to be effective. This tool helps the pupil to...
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Differences between the homogenous and heterogenous classes arranged at maternity schools, plus the influence of these arrangements on the child's preparedness to enter the first grade of elementary school.
Srbová, Věra ; Kropáčková, Jana (advisor) ; Havlová, Jana (referee)
Résumé This thesis deals with finding differences between homogeneously and heterogeneously assorted classes in nursery schools and their influence on the readiness of a child to enter the first class in elementary school. The theoretical part focuses on school maturity and readiness, general characterization of a pre-school child before entering the first class in elementary school, differences between heterogeneously and homogeneously assorted classes in nursery schools and finally on a child's preparedness for the compulsory education. The practical part shows the results of a research carried out by the means of an author's test of school maturity method and a questionnaire. The research sample consisted of children of pre-school age before entering elementary schools from heterogeneous and homogeneous nursery school classes and pedagogues from nursery and elementary schools. The main objective of this research was to find out which children are better prepared for entering elementary school, whether from homogeneous or heterogeneous classes in nursery schools. The results of the research showed that children from homogeneous classes are prepared for entering elementary schools on the same level as children from heterogeneous classes, which leads to the conclusion that age composition of classes in...
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Specifics of the work of a novice teacher when integrating a pupil with a different mother tongue at a Czech primary school
Loudová, Anna ; Horáčková, Klára (advisor) ; Loudová Stralczynská, Barbora (referee)
This thesis deals with the problematics of the work of a novice teacher, who has a pupil with a different mother tongue in his class. Its aim is to identify the specifics that usually accompany the work of novice teachers when integrating these pupils. The text is structured into two parts, each of which is further divided into several chapters. The first, theoretical, part compiles and then presents expert knowledge on migration, inclusion and then education of pupils with a different mother tongue and, last but not least, the role of the school as well as teachers in the process of integration of these children. It also sets out the criteria that affect and influence pupil integration with a different mother tongue. The second part of the thesis is practical. It contains an analysis of the work of two teachers who currently have pupils with a different mother tongue in their class and are trying to integrate them. It is focused on the specifics of working with them. The analysis of their work is carried out on the criteria set out at the end of the theoretical part of this thesis. These criteria are based on the study of professional literature. The result of the thesis is the description of teaching strategies and procedures of these pedagogues, the analysis of their approaches to teaching in a...
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School maturity age children in the classroom heterogeneous
KOVAŘÍKOVÁ, Nikola
Bachelor thesis "School maturity age children in the classroom heterogeneous" focuses on the situation of children in the last school year in age heterogeneous classes. It figures out what is the possibility of the development of these children and their preparation for an entry into a primary school. The theoretical part focuses on preschool age children, including school readiness, division of children into classes in the context of the Framework curriculum for kindergarten and nursery schools abilities. There is the questionnaire survey method realized in the practical part. The group being researched is kindergarten teachers. From answers result opinions of teachers about heterogeneous class and school maturity in 5-7 years old. The work is supplemented by the games reservoir.
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