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Proposal of system support for the reading environment in kindergarten (action research)
Fiedlerová, Eliška ; Laufková, Veronika (advisor) ; Ronková, Jolana (referee)
The thesis focuses on the topic of reading preliteracy and the creation of a quality reading environment. The aim of the thesis is to encourage children and parents to develop their interest in reading and books through the implementation of various activities. The thesis is divided into theoretical and empirical parts. In the theoretical part, there is an explanation of what the reading environment is and how it is influenced. Furthermore, there is a definition of the basic concepts related to reading preliteracy and its importance in the child's development. It also describes selected activities and projects that promote reading and what a children's library in a school should look like. Finally, the theoretical part describes appropriate genres for preschool children and recommended selected titles for children's libraries. The empirical part describes the research conducted in the selected kindergarten. Action research was determined as the form of research that best met the conditions for achieving the given goal. The problem of action research was determined to be the lack of interest in books and reading among children and their parents. Six research questions were set and activities were designed to increase interest. Furthermore, observation, interview and questionnaire methods were used...
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Impact of reading on vocabulary, text comprehension and fancy of protagonists on children of pre-school age
Marklová, Tereza ; Laufková, Veronika (advisor) ; Mocná, Dagmar (referee)
This thesis is concerned with the impact of reading on vocabulary, text comprehension and fancy of protagonists on pre-school children aged 3 to 6. The purpose of the research part of the thesis is to find out to which extend reading impacts on vocabulary, text comprehension and fancy of protagonists of pre-school children aged 3 to 6. First hypothesis expects that during the one-month project children who are exposed the most to reading and working with a book are going to make the biggest progress in text comprehension and vocabulary. Other two hypotheses try to prove that older children are going to have better results than the youngest research participants at the beginning and the end of the project. Third hypothesis then adds that the youngest, 3 years old, children are going to improve significantly only in the questions that are repeated and that it is due to memorizing, not comprehension. Last hypothesis claims that children most involved in reading are going to take to new favourite characters. The theoretical part describes the development of a child since childbirth to 6 years, with an accentuation on the period between 3 and 6 years of age and analysis of fairy-tale as both a genre of literature and an instrument of child's development stimulation. The practical part of the thesis is a...
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Support for the development of reading literacy in preschool children with different mother language
Juránková, Klára ; Laufková, Veronika (advisor) ; Kučerová, Olga (referee)
This bachelor thesis is focused on preschool children with different mother language in Czech kindergartens and its aim was to support the development of reading literacy components, especially vocabulary development and comprehension of spoken word and read text in two preschool children with different mother language from different language families. The theoretical part contains basic information about the education of pupils with different mother language, including their language support and the methodological and teaching materials suitable for language support of children with OMJ in preschool age. Furthermore, the theoretical part is devoted to the definition of reading literacy and its components and to work with the book. The practical part was carried out in the form of action research involving two preschool children with different mother language from different kindergartens in order to support their reading literacy, especially through vocabulary development, comprehension of spoken word and read text and verify which methods have proven to be most suitable for support of the Czech language as a foreign language for children from different language families. The results of intervention activities pointed to the suitability of working with a book as a support for the activity, working...
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"Home" from the point of view of kindergarten teachers and preschool children and the mediations of this topic to children in kindergarten through books
Sedláčková, Dominika ; Laufková, Veronika (advisor) ; Horáčková, Klára (referee)
This diploma thesis deals with the mediation of the topic of home and its forms to children in kindergarten by the method of working with a book. The aim of this work is to select suitable books that offer different forms of home, whether in traditional or alternative form, and to create methodological material for them that would help children understand that each home is different. Based on this methodological material, verify the lessons by three selected teachers and assess according to the reflection whether this material is suitable as a methodology for the topic. The theoretical part of the thesis summarizes the various forms of home and shows the location of this topic in the Framework Educational Program for Preschool Education. Furthermore, the theoretical part deals with the characteristics of preschool children, mainly in terms of social and emotional development, literature for preschool children and methods of working with the book, which are also used in the practical part. The practical part offers methodological material that can be used to mediate the topic of home in kindergartens. 6 lessons have been proposed, which represent different forms of home that a preschool child may encounter today. The lessons also include alternative forms of home, such as a model of alternating...
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