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Workshop reading in kindergarten to support the development of pre-literacy
Sedláčková, Magdaléna ; Laufková, Veronika (advisor) ; Wildová, Radka (referee)
The thesis Reading Workshop in Kindergarten as a support for the development of reading literacy deals in the theoretical part with the characteristics of pre-school children and their capabilities. It further investigates the methods that could be used for and are essential for the development of reading literacy in the pre-school age and the role of the family in this respect. The theoretical part is concluded with the introduction of the scheme Reading and Writing for Critical Thinking mentioning its basic resources. It shows that the reading workshop methods are very efficient for the active learning of children. The practical part describes 7 reading workshops that have been implemented in a typical kindergarten and this is supplemented with detailed comments. The empirical part investigates the family environment of children and, as based on parents' observations, it evaluates the contribution of reading workshops to the development of reading literacy of pre- school children. Reading workshops proved to be beneficial especially in terms of the growing interest of children in reading and also in terms of children's creativity development. KEYWORDS Reading Workshop, reading literacy, kindergarten, work with book, Reading and Writing for Critical Thinking (RWCT), family, reading, literary education
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The theme of Christmas mediated in kindergarten through the work with a book
Hýblerová, Karolína ; Laufková, Veronika (advisor) ; Havlová, Jana (referee)
This bachelor's thesis deals with the topic of Christmas mediated to children in kindergarten through work with a book. The theoretical part is focused on explaining the terminology, namely the concepts of reading, reading literacy, and reading pre-literacy. The following chapters reflect the areas that need to be developed in children, so that they can read well, with understanding and with joy in the future; the chapters reveal the influence that fairy tales have on preschool children and how emotional intelligence can be developed with reading pre-literacy. As kindergartens must follow the Framework Education Programme for Preschool Education, one of the chapters is also devoted to the analysis of this document in connection with the topic of this thesis. Since the development of the reading pre-literacy is built through reading strategies and RWCT methods, they are discussed in the theoretical part. Also, the lessons presented in the practical part used the reading strategies and the RWCT methods. The theoretical part concludes with a chapter about annotations of selected quality children's books on the Christmas topic. The aim of the practical part was to find out how teachers in kindergarten mediate the theme of Christmas to children, with what books and how they work. The questionnaire...
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Fairy Tales activities in kindergarten: Hansel and Gretel
Veselá, Veronika ; Laufková, Veronika (advisor) ; Ronková, Jolana (referee)
The thesis thema is "Fairy Tales activities in kindergarten: Hansel and Gretel". Theoretical part of this thesis displays the definition of fairy tale and specifications of the preschool age. The goal of practical part is to compare different versions of the fairy tale and chose the best one for preschool age childern. Next step then is preparation of project foccused on children skills developement by work with fairy tale Hansel and Gretel. Organisation of lessons in the ordinary kindergarden. Summary of the project and recomendation for praxis. Methhods as interview and observation has been used. Childern have been developping six types of inteligence by participation in this project, they also developed their ideas presentation in the group and also in comunication with the teacher. KEYWORDS: pre-reading literacy, work with book, dramatization of fairy tales, development of reading methods pre-reading literacy, Hansel and Gretel
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Workshop reading in kindergarten to support the development of pre-literacy
Sedláčková, Magdaléna ; Laufková, Veronika (advisor) ; Wildová, Radka (referee)
The thesis Reading Workshop in Kindergarten as a support for the development of reading literacy deals in the theoretical part with the characteristics of pre-school children and their capabilities. It further investigates the methods that could be used for and are essential for the development of reading literacy in the pre-school age and the role of the family in this respect. The theoretical part is concluded with the introduction of the scheme Reading and Writing for Critical Thinking mentioning its basic resources. It shows that the reading workshop methods are very efficient for the active learning of children. The practical part describes 7 reading workshops that have been implemented in a typical kindergarten and this is supplemented with detailed comments. The empirical part investigates the family environment of children and, as based on parents' observations, it evaluates the contribution of reading workshops to the development of reading literacy of pre- school children. Reading workshops proved to be beneficial especially in terms of the growing interest of children in reading and also in terms of children's creativity development. KEYWORDS Reading Workshop, reading literacy, kindergarten, work with book, Reading and Writing for Critical Thinking (RWCT), family, reading, literary education
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Reading corner and his role in reading preliteracy
Vohralíková, Zuzana ; Laufková, Veronika (advisor) ; Starý, Karel (referee)
This thesis is in its theoretical part focusing on reading literacy, reading pre-literacy, projects to promote literacy in the Czech Republic and reading corner in kindergarten.The research is based on qualitative research using a strategy of multiple case studies of purposely chosen kindergartens and methods of observation, interviews and content analysis.The aim of this research was to determine how and for what purpose the reading corner in kindergartens is used. The basic research questions are: How the reading corners help in the development of reading literacy in kindergartens, specific research questions elaborate it as follows: How can reading corner be equipped in kindergarten; how kindergarten schools receive books and magazines; how well do they know today's market offerings; what activities are implemented in reading corner in kindergarten; what led the teacher / director to create a reading corner; how does children feel about the reading corner themselves. The results showed a diverse approach to the phenomenon of kindergarten reading corner. Kindergartens agreed on the positive impact of reading corners on the development of reading pre-literacy of girls and boys, especially in the case of free children's games, as well as in controlled activities. We can indicate a weak spot in a lack of...
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