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Working with Jiří Stránský's book Tales for little Clara in the kindergarten
Pelková, Radomíra ; Klumparová, Štěpánka (advisor) ; Hausenblas, Ondřej (referee)
The thesis deals with the possibilities of developing emergent literacy, especially story comprehension, with preschool children using selected methods of critical thinking. The theoretical part is devoted to the ways of developing passion for reading and reading literacy in preschool education, it pursues the possibilities of using some of the methods of the RWCT programme (Reading and Writing for Critical Thinking) in working with books in the educational process of the kindergarten. It further describes the development of chidren of preschool age and reading strategies that can already be cultivated at this age. The practical part describes the project Working with Jiří Stránský's book Tales for little Clara that is based on didactic application of its texts intended for preschoolers. The project makes use of selected methods of the RWCT programme. Research using the method of structured interview finds out how methods of critical thinking can influence story comprehension among five-year-old children. It evaluates and interprets the findings from the beginning and the end of the project implementation, compares the determined levels of story comprehension in a group of girls and in a group of boys. The outcomes of the research show a considerable improvement of comprehension following the...
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Language support for children with different mother languagethrough working with a book in kindergarten
Veihandová, Anna ; Laufková, Veronika (advisor) ; Doležalová, Eliška (referee)
This diploma thesis deals with language support for children with a different mother language through the work with a book in the kindergarten. Its main aim is to design and implement lessons, that are focused on language support for children with different mother language through the work with a book in kindergarten. The effectiveness of the lessons are reflected in the individual levels of speech in the three groups of children with different levels of language support. The theoretical part contains the characteristics of the development of speech and language by the preschool children. Than it contains theoretical data about reading literacy and the ways of its development through the work with a book, also this part contains the specifics ot children with different mother language and the possibilities how to improve the language knowledge. The three groups of children with different mother language are examined in the practical part. Each of the group achieved different level of language during three months. The groups were diagnosed with an input test and an output test. These tests are compared at the end of the thesis, there we can see the progress that children made after three months of language support. The practical part also contains twelve lessons that are focused on the work with the...
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Working with Jiří Stránský's book Tales for little Clara in the kindergarten
Pelková, Radomíra ; Klumparová, Štěpánka (advisor) ; Hausenblas, Ondřej (referee)
The thesis deals with the possibilities of developing emergent literacy, especially story comprehension, with preschool children using selected methods of critical thinking. The theoretical part is devoted to the ways of developing passion for reading and reading literacy in preschool education, it pursues the possibilities of using some of the methods of the RWCT programme (Reading and Writing for Critical Thinking) in working with books in the educational process of the kindergarten. It further describes the development of chidren of preschool age and reading strategies that can already be cultivated at this age. The practical part describes the project Working with Jiří Stránský's book Tales for little Clara that is based on didactic application of its texts intended for preschoolers. The project makes use of selected methods of the RWCT programme. Research using the method of structured interview finds out how methods of critical thinking can influence story comprehension among five-year-old children. It evaluates and interprets the findings from the beginning and the end of the project implementation, compares the determined levels of story comprehension in a group of girls and in a group of boys. The outcomes of the research show a considerable improvement of comprehension following the...
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