Title: Analysis of the rural school in the 19th century in Bohemian-Moravian Highlands Author: Daniela Měřičková Thesis supervisor: RNDr. Jan Řezníček, Ph.D. Department: Biology and Environmental Studies Abstract: This thesis studies the matter of a common educational system of a rural school in the 19th century in Bohemian-Moravian Highlands, in Krasoňov near Humpolec. The main target of this work is to compare selected areas of educational system to the rural school in Krasoňov and today's school. It concernes matters of teacher, student and school. The selected issues were solved by means of the manuscript of a school's chronicle. Both qualitative and quantitative methods were used in this work. The survey research and interviews with old-timers is compared by using constant comparison method. The work presents a comparison of selected educational constructs, educational processes and educational environment of a 19th century school with primary school in Krasoňov. Data from interviews and questionnaires are compared in the same manner to the school in the 19th century, the school in Krasoňov, and in addition also to today's school. The research has shown that the social and economic status of teacher, student and school was different. The Headmaster in the studied area exceeded the limits and...

1 ABSTRACT This diploma thesis focuses on cooperation between the school and the family in the beginning of elementary school. In the theoretical part of this thesis are introduced concerns and expectations that the teachers and the parents may have at the begining of school attendance, as well as various types and forms of cooperation. The theoretical part uses expertise from Czech literature, but relies on foreign literature too. In some occasions these two resources are compared. The theoretical part is followed by the practical part that is built by teacher's research. This research comes from the teaching practise of the author. Except for the reaserch itself, it introduces some forms of the cooperation between school and the families that are followed by feedback from the parents. KEYWORDS cooperation, communication, school, parents, partneship

This diploma thesis deals with the current situation in the area of cooperation between family and school in the elementary schools of the current educational stream of the Pelhřimov district. The aim of the thesis is to bring basic information about the issue and to find out the degree of cooperation between the mentioned actors by parents, teachers in the Pelhřimov district.The thesis is divided into theoretical and empirical part. The theoretical part is based on analysis of professional literature, clarifies the concept of communication, cooperation, pupil and teacher. The empirical part presents a research investigation, which was carried out at the first level of basic schools of the common educational stream in the Pelhřimov district among the parents of the first class pupils, among the teachers of these schools. The research was conceived by the method of quantitative investigation using non-standardized questionnaires of own construction. In conclusion, the obtained data are presented. KEYWORDS family, communication, school, pupil

<p>Rad je zasnovan na teorijsko-empirijskom istraživanju načina kojima je moguće područjem književnosti unaprediti pismeno izražavanje učenika u mlađim razredima osnovne &scaron;kole primenom korelacijsko-integracijskog sistema pri obradi i utvrđivanju sadržaja iz književnosti. Istražuju se načini kojima se pobolj&scaron;ava recepcija dela i učenici motivi&scaron;u za stvarala&scaron;tvo na osnovu estetskog doživljaja koje je delo kod njih proizvelo. Rad se bavi i motivacijom i istražuje mogućnosti podsticanja učeničkog misaono&ndash;emocionalnog potencijala.<br />Književni tekstovi se mogu sagledavati sa aspekta culture izražavanja, ili jezika, time se ostvaruju bitni programski zahtevi. Istraživanja u na&scaron;oj disertaciji usmerena su na traganje za inovativnim načinima povezivanja književnosti i kulture izražavanja kako bi se bogatio leksički fond učenika, razvijala, negovala i unapredila njihova kultura pismenog izražavanja. Svi časovi u eksperimentalnim grupama realizovani su u skladu sa korelacijsko-integracijskim metodičkim sistemom u užem smislu funkcionalnim povezivanjem nastavnih područja u okviru predmeta srpski jezik i književnost.<br />Cilj rada je da istraži, analizira i ukaže na prednosti svrsishodnog, unutarpredmetnog povezivanja sadržaja iz različitih područja srpskog jezika i književnosti u skladu sa programskim zahtevima.<br />Doktorska disertacija se sastoji iz teorijskog dela i rezultata eksperimentalnog i empirijskog istraživanja. Teorijske hipoteze proverene su putem kauzalne metode, eksperimenta sa paralelnim grupama. Teorijski okvir istraživanja usredsređen je na sagledavanje teorijskih polazi&scaron;ta za definisanje ključnih pojmova istraživanja, utemeljenja metodičkih sistema i sagledavanje metodičkih pristupa obradi književnog teksta u cilju podsticanja učenika na usmeno i pismeno izražavanje. Uz teorijsku analizu, obja&scaron;njenja i prikaze date su prikladne metodičke aplikacije.<br />Za potrebe istraživanja konstruisani su testovi pismenog izražavanja (od I do IV razreda osnovne &scaron;kole), evidenciona lista sa skalom procene aktivnosti učenika na časovima i metodičke aplikacije. Na osnovu analize dobijenih rezultata uočeno je da se korelacijom i integracijom nastave književnosti i kulture izražavanja književni tekst sagledava sa vi&scaron;e stanovi&scaron;ta, omogućuje se raznovrsniji pristup datoj problematici, obogaćuje se leksički fond učenika i povećava motivacija za rad na času. Ovakvim funkcionlalnim načinom pristupanja znanja i ve&scaron;tine se stiču sa vi&scaron;e razumevanja, istraživački i stvaralački se prilazi književnom delu. Otkrivanjem značenja nepoznatih,<br />ili manje poznatih leksema podstiče se kognitivno-emocionalni razvoj učenika. Putem ovakvog pristupa tekstu učenici su motivisani za dublje razumevanje književnog teksta.</p>

<p style="text-align: justify;">Ova istraživanja posvećena načinima učenja harmonike svoju opravdanost nalaze u naučnoj sferi, praktičnoj potrebi i ličnom interesovanju istraživača. Naučna opravdanost proističe ne samo iz činjenice da harmonika nije bila dovoljno zastupljena u etnomuzikolo&scaron;kim i pedago&scaron;kim istraživanjima, nego je u ovom slučaju bitan aspekt posmatranja harmonike kao fenomena i načina učenja sviranja ovog instrumenta.<br />Cilj ovog istraživanja je utvrditi pedago&scaron;ko-muzičke karakteristike dva osnovna najče&scaron;će zastuplja modela praktično primenjivih u učenju sviranja harmonike: slobodni-neinstitucionalni, ili izvan&scaron;kolski model i institucionalni, ili &scaron;kolski. Op&scaron;ta hipoteza: Pretpostavlja se da nema statistički bitnih razlika u organizacionim, metodičkim i drugim aspektima učenja sviranja harmonike između van&scaron;kolskog i &scaron;kolskog modela učenja. U skladu sa op&scaron;tom, formirane su posebne hipoteze:&nbsp;</p><p style="text-align: justify;">h1: Pretpostavlja se da nema statistički značajnih razlika u pogledu osnovnog cilja podučavanja između van&scaron;kolskog i &scaron;kolskog učenja sviranja harmonike.</p><p style="text-align: justify;">h2: Pretpostavlja se da nema statistički značajnih razlika u pogledu vremenskog trajanja časa i socijalnog oblika nastave u &scaron;kolskom i van&scaron;kolskom učenju sviranja harmonike.</p><p style="text-align: justify;">h3: Pretpostavlja se da nema statistički značajnih razlika u pogledu odabira vrste učenja (iz nota, na sluh) u van&scaron;kolskom i &scaron;kolskom učenju sviranja harmonike.</p><p style="text-align: justify;">h4: Pretpostavlja se da nema statistički značajnih razlika u pogledu primene pojedinih nastavnih, tehničkih i drugih sredstava, koja se koriste u podučavanju u van&scaron;kolskom i &scaron;kolskom učenju sviranja harmonike.</p><p style="text-align: justify;">h5: Pretpostavlja se da nema statistički značajnih razlika u pogledu faktora koji utiču na organizaciju časa u van&scaron;kolskom i &scaron;kolskom učenju sviranja harmonike.</p><p style="text-align: justify;">h6: Pretpostavlja se da nema statistički značajnih razlika u pogledu primene pojedinih postupaka motivacije učenika na času u van&scaron;kolskom i &scaron;kolskom učenju harmonike.</p><p style="text-align: justify;">h7: Pretpostavlja se da nema statistički značajnih razlika u postignućima, u pogledu odabira vrste instrumenta i vrste muzike na početku učenja sviranja u van&scaron;kolskim i &scaron;kolskim uslovima.</p><p style="text-align: justify;">h8: Pretpostavlja se da nema statistički značajnih razlika u pogledu značaja pojedinih faktora koji utiču na uspeh ili postignuće učenika u sviranju harmonike u van&scaron;kolskom i &scaron;kolskom učenju.</p><p style="text-align: justify;">h9: Pretpostavlja se da nema statistički značajnih razlika u pogledu prednosti i nedostataka učenja harmonike u van&scaron;kolskim i &scaron;kolskim uslovima.</p><p style="text-align: justify;">h10: Pretpostavlja se da nema statistički značajnih razlika u vrednovanju statusa instrumenta, dru&scaron;tvenog položaja izvođača i učitelja u van&scaron;kolskom i &scaron;kolskom učenju sviranja harmonike.<br />U gradskim i seoskim sredinama na području Srbije sprovedena su terenska istraživanja u periodu od 2014-2016. godine. Tehnikom intervjua, specijalno pripremljenog za potrebe ovih istraživanja, dobijeni su podaci o međusobnom odnosu učitelja harmonike, učenika i roditelja, o časovima harmonike, načinu rada i efektima učenja sviranja harmonike. Uzorak je činilo 30 ispitanika, od kojih se jedan deo ispitanika bavi podučavanjem učenika u sferi narodne muzike neinstitucionalno (privatno) i izvođa&scaron;tvom, a drugi deo ispitanika čine nastavnici i profesori harmonike koji se podučavanjem bave institucionalno, na različitim nivoima muzičkog &scaron;kolovanja.</p><p style="text-align: justify;">Za potrebe prikupljanja podataka upotrebljena je i tehnika skaliranja i njoj pripadajući instrument skala procene. Uzorak je takođe mali, činilo ga je 30 ispitanika, od kojih se jedan deo bavi podučavanjem sviranja harmonike u &scaron;koli, a drugi deo ispitanika se bavi podučavanjem van &scaron;kole. Ispitanici su birani na osnovu sledećih kriterijuma: da su muzičko &scaron;kolovanje ili radno iskustvo kao nastavnici i profesori harmonike stekli u Muzičkoj &scaron;koli &bdquo;Isidor Bajić― u Novom Sadu, odnosno da kao učitelji / nastavnici harmonike žive i deluju u Novom Sadu.<br />U van&scaron;kolskom i &scaron;kolskom učenju sviranja harmonike cilj podučavanja je isti. U pogledu pojedinih socijalnih oblika rada primećuje se da su rad u grupi učenika i kombinovanje vi&scaron;e oblika rada zastupljeni u &scaron;kolskom okruženju. Ispitanici koji podučavaju u &scaron;kolskom okruženju smatraju da je bitnije da se učenici tokom učenja oslanjanju na note, nego da uče po sluhu. Učenju po sluhu veću prednost daju ispitanici koji podučavaju van &scaron;kole. Svi spitanici procenjuju da isti faktori imaju podjednak uticaj na organizaciju časa u van&scaron;kolskom i &scaron;kolskom učenu sviranja harmonike. Sredstva motivacije učenika, kao &scaron;to su korektno ocenjivanje postignuća učenika, javni nastupi učenika i primereno kori&scaron;ćenje kazne zastupljenija su u &scaron;kolskom tipu učenja. Svi ispitanici su se složili u mi&scaron;ljenju da je za učenika prednost paralelno učenje narodne i klasične muzike, da je za učenika najbolje da prva znanja dobije u &scaron;koli. U van&scaron;kolskom okruženju se kao prednosti ističu učenje vrste muzike po želji i odabir učitelja koji će podučavati, a u &scaron;kolskom učenju se kao prednosti izdvajaju kompetencija nastavnika, obaveza vođenja dnevnika rada, sticanje svedočanstva o pohađanju &scaron;kole, dostupnost &scaron;tampanih muzikalija / udžbenika, učenje predmeta (muzička teorija, solfeđo) / disciplina, koje pomažu ukupni muzički razvoj pojedinca, nadzor podučavanja od strane stručnih organa, nabavka harmonike sa bariton sistemom, kao i prisutnost udžbenika za metodiku nastave harmonike. Ispitanici koji podučavaju van &scaron;kole procenjuju da instrument harmonika zauzima vi&scaron;i status u dru&scaron;tvu, a time i finansiranje izvođačke delatnosti i medijska promocija izvođača, za razliku od mi&scaron;ljenja koje zastupaju ispitanici koji podučavaju u &scaron;koli.<br />Za ovu doktorsku disertaciju je značajno to &scaron;to se na interdisciplinaran način, sa aspekta etnomuzikologije i muzičke pedagogije, objedinjuje problematika učenja sviranja harmonike. Rezultati i podaci dobijeni ovim istraživanjem, između ostalog, donose nova saznanja u oblasti metodike nastave harmonike. Oni mogu biti značajan dokument u strategiji dinamičnijeg i, na teritoriji Srbije, ravnomernog uvođenja harmonike na sve nivoe &scaron;kolovanja, imajući pritom u vidu zastupljenost ovog instrumenta u vi&scaron;e muzičkih žanrova.</p> / <p style="text-align: justify;">The present study, which is focusing on the ways accordion is learned, is justified by its scientific contribution, practical need and the personal interest of the researcher. The scientific justification stems not only from the fact that there is an insufficient body of research on the accordion in the field of ethnomusicology, but, more importantly, this study focuses on the aspect of the accordion as a phenomenon and the way the playing on this instrument is learned. The present study is aimed at determining pedagogical-musical features of the two predominant models that are practiced in learning the accordion playing: free- non-institutional or outside-of-school model and institutional or school model. The general hypothesis: It is assumed that there are no statistically significant differences in organisational, methodological and other aspects of learning the accordion playing between the outside-of-school and school models of learning. Stemming from the general hypothesis, the following specific hypothesis have been formulated:</p><p style="text-align: justify;">h1: It is assumed that there are no statistically significant differences in the primary teaching objectives between the outside-of-school and the school learning of the accordion playing.<br />h2: It is assumed that there are no statistically significant differences in the lesson duration and the social form of teaching between the outside-of-school and school learning of the accordion playing.<br />h3: It is assumed that there are no statistically significant differences in terms of choice of learning types (from musical scores, by ear) between the outside-of-school and school learning of the accordion playing.<br />h4: It is assumed that there are no statistically significant differences in terms of educational, technical and other resources used in teaching in the outside-of-school and school learning of the accordion playing.<br />h5: It is assumed that there are no statistically significant differences in terms of the factors that affect the organisation of lesson in the outside-of-school and school learning of the accordion playing.<br />h6: It is assumed that there are no statistically significant differences in terms of the use of student motivation procedures between the out-of-school and school learning the accordion.<br />h7: It is assumed that there are no statistically significant differences in the achievements, as well as the selection of the instrument and music types at the beginning of learning in the outside-of-school and school conditions.<br />h8: It is assumed that there are no statistically significant differences in the importance of certain factors that affect the student success and/or achievement in playing the accordion in the outside-of-school and school learning.<br />h9: It is assumed that there are no statistically significant differences in terms of the advantages and disadvantages of the accordion learning in the outside-of-school and school conditions.<br />h10: It is assumed that there are no statistically significant differences in the evaluation of the status of the instrument, social status of artists and teachers in the out-of-school and learning of the accordion playing.</p><p style="text-align: justify;">A field research was carried out in urban and rural communities in the territory of Serbia in the period 2014 &ndash; 2016. A technique of interview, which was designed for the needs of the present study, was used to obtain the data on the interpersonal relationship of the accordion teachers, students and their parents, on accordion lessons, method of work and learning of the accordion playing outcomes. The sample comprised 30 interviewees. One segment of the sample consisted of musicians who are engaged in teaching traditional music to students outside of school (private tutors) and performing music, while the other group consisted of accordion teachers and professors engaged in institutional teaching on different levels of music education.<br />For the purposes of data collection, the technique of scaling with an appropriate evaluation scale was used. The sample was small, consisting of 30 respondents, some of whom teach the accordion at school while others teach it outside of school. The respondents were selected on the basis of the following criteria: that they have received their music education or gained their work experience as accordion teachers and professors at Music School &bdquo;Isidor Bajic‖ in Novi Sad, and/or that as the accordion teachers/professors they live and work in Novi Sad.</p><p style="text-align: justify;">The teaching aims in the out-of-school and school accordion playing are the same. In regard to certain social forms of work it is noticeable that group work and combination of several forms of work are present in the school environment. The respondents who teach at school put emphasis on the importance of students&lsquo; relying on musical scores in comparison to playing by ear during the learning process. Learning to play by ear is given preference by the respondents who teach outside of school. The methods of motivating students, such as fair evaluation of their achievement, students&lsquo; public performances and an appropriate use of punishment, are preferred in the school type of teaching. All the respondents agree that it is beneficial for students to learn traditional and classical music in parallel have an advantage.</p><p style="text-align: justify;">What is emphasised as an advantage of the out-of-school environment is learning the desired music with a chosen teacher, while in the school learning among the identified advantages are teachers&lsquo; competences, the mandatory records of lessons, obtaining a certificate of school attendance, availability of printed musical scores/textbooks, learning different subjects (music theory, solfeggio) /disciplines which facilitate the overall music development of students, supervision of teaching by professional bodies, obtaining an accordion with a baritone system, as well as the existence of textbooks for the accordion teaching methodology. The respondents who teach outside of school consider that the accordion as an instrument has a higher social status, thus contributing to the financing of performances and media promotion of performers, on the contrary to the predominant opinion of the respondents who teach at school.</p><p style="text-align: justify;">The significance of this doctoral thesis lies in the fact that the learning of the accordion playing is observed from the point of view of ethnomusicology and music pedagogy in an interdisciplinary way providing a complete overview of the subject. The results and data obtained from this research, among other things, bring new insights into the accordion teaching methodology. These insights can serve as a significant document in the strategy of a more dynamic and, in the territory of Serbia, more even introduction of the accordion on all educational levels, bearing in mind the fact that this instrument is present in several music genres.</p><p style="text-align: justify;"><br />&nbsp;</p> / <p>The present study, which is focusing on the ways accordion is learned, is justified by its scientific contribution, practical need and the personal interest of the researcher. The scientific justification stems not only from the fact that there is an insufficient body of research on the accordion in the field of ethnomusicology, but, more importantly, this study focuses on the aspect of the accordion as a phenomenon and the way the playing on this instrument is learned. The present study is aimed at determining pedagogical-musical features of the two predominant models that are practiced in learning the accordion playing: free- non-institutional or outside-of-school model and institutional or school model. The general hypothesis: It is assumed that there are no statistically significant differences in organisational, methodological and other aspects of learning the accordion playing between the outside-of-school and school models of learning. Stemming from the general hypothesis, the following specific hypothesis have been formulated:</p><p>h1: It is assumed that there are no statistically significant differences in the primary teaching objectives between the outside-of-school and the school learning of the accordion playing.<br />h2: It is assumed that there are no statistically significant differences in the lesson duration and the social form of teaching between the outside-of-school and school learning of the accordion playing.<br />h3: It is assumed that there are no statistically significant differences in terms of choice of learning types (from musical scores, by ear) between the outside-of-school and school learning of the accordion playing.<br />h4: It is assumed that there are no statistically significant differences in terms of educational, technical and other resources used in teaching in the outside-of-school and school learning of the accordion playing.<br />h5: It is assumed that there are no statistically significant differences in terms of the factors that affect the organisation of lesson in the outside-of-school and school learning of the accordion playing.<br />h6: It is assumed that there are no statistically significant differences in terms of the use of student motivation procedures between the out-of-school and school learning the accordion.<br />h7: It is assumed that there are no statistically significant differences in the achievements, as well as the selection of the instrument and music types at the beginning of learning in the outside-of-school and school conditions.<br />h8: It is assumed that there are no statistically significant differences in the importance of certain factors that affect the student success and/or achievement in playing the accordion in the outside-of-school and school learning.<br />h9: It is assumed that there are no statistically significant differences in terms of the advantages and disadvantages of the accordion learning in the outside-of-school and school conditions.<br />h10: It is assumed that there are no statistically significant differences in the evaluation of the status of the instrument, social status of artists and teachers in the out-of-school and learning of the accordion playing.</p><p>A field research was carried out in urban and rural communities in the territory of Serbia in the period 2014 &ndash; 2016. A technique of interview, which was designed for the needs of the present study, was used to obtain the data on the interpersonal relationship of the accordion teachers, students and their parents, on accordion lessons, method of work and learning of the accordion playing outcomes. The sample comprised 30 interviewees. One segment of the sample consisted of musicians who are engaged in teaching traditional music to students outside of school (private tutors) and performing music, while the other group consisted of accordion teachers and professors engaged in institutional teaching on different levels of music education.<br />For the purposes of data collection, the technique of scaling with an appropriate evaluation scale was used. The sample was small, consisting of 30 respondents, some of whom teach the accordion at school while others teach it outside of school. The respondents were selected on the basis of the following criteria: that they have received their music education or gained their work experience as accordion teachers and professors at Music School &bdquo;Isidor Bajic‖ in Novi Sad, and/or that as the accordion teachers/professors they live and work in Novi Sad.</p><p>The teaching aims in the out-of-school and school accordion playing are the same. In regard to certain social forms of work it is noticeable that group work and combination of several forms of work are present in the school environment. The respondents who teach at school put emphasis on the importance of students&lsquo; relying on musical scores in comparison to playing by ear during the learning process. Learning to play by ear is given preference by the respondents who teach outside of school. The methods of motivating students, such as fair evaluation of their achievement, students&lsquo; public performances and an appropriate use of punishment, are preferred in the school type of teaching. All the respondents agree that it is beneficial for students to learn traditional and classical music in parallel have an advantage.</p><p>What is emphasised as an advantage of the out-of-school environment is learning the desired music with a chosen teacher, while in the school learning among the identified advantages are teachers&lsquo; competences, the mandatory records of lessons, obtaining a certificate of school attendance, availability of printed musical scores/textbooks, learning different subjects (music theory, solfeggio) /disciplines which facilitate the overall music development of students, supervision of teaching by professional bodies, obtaining an accordion with a baritone system, as well as the existence of textbooks for the accordion teaching methodology. The respondents who teach outside of school consider that the accordion as an instrument has a higher social status, thus contributing to the financing of performances and media promotion of performers, on the contrary to the predominant opinion of the respondents who teach at school.</p><p>The significance of this doctoral thesis lies in the fact that the learning of the accordion playing is observed from the point of view of ethnomusicology and music pedagogy in an interdisciplinary way providing a complete overview of the subject. The results and data obtained from this research, among other things, bring new insights into the accordion teaching methodology. These insights can serve as a significant document in the strategy of a more dynamic and, in the territory of Serbia, more even introduction of the accordion on all educational levels, bearing in mind the fact that this instrument is present in several music genres.</p>

Černíková, A. Customer behaviour in choosing preschool education in Czech Re-public. Diploma thesis. Brno: Mendel University, 2018. The diploma thesis deals with consumer behaviour of parents in the Czech Re-public in the market of preschool education. The thesis explorers the market of preschool education, identifies the factors and behaviour of consumers in choos-ing kindergarten. In the diploma thesis there are used the techniques of market-ing research, namely questionnaire survey, qualitative interviews and cluster analysis. The output of the thesis is the identification of factors influencing the consumer decision making on the choice of kindergarten, the characteristics of the market segments and the marketing recommendation for the subjects of the pre-school market.

This Master thesis utilizes oral history and comparative methodology to describe history of two national schools in between 1945 and 1960. One of the schools is located in Dohalice and second one in Vidichov in Hradec Králové region. The emphasis is on pupil mainly. The main attention is paid to change of pupil's life due to the end of World War II and followed by change after February 1948. Thesis follows everyday's life of pupil at school with focus on changes caused by shiftes of regimes. It also covers research of appearence of school's building, role of teachers, change of teaching aids, religion education but phenomenes such as Colorado potate beetle will be covered as well. Thesis takes into account regional specifics and history. Key words: school, Dohalice, Vidochov, student, child

This work focuses on clasroom group dynamics and it's aim is to develop a comprehensive concept (model), which will be able to explain the socio-psychological processes within the class. It could be used for diagnostic purposes (measurement) and intervention. The author first defines the group dynamics as a field of forces aiming to reach goals, or preventing their fulfillment. Based on three sources of literature (research of small groups, pedagogical understanding of group dynamics and psychoterapeutiacl understanding of group dynamics) the author describes all reflected forces in group dynamics. Based on in-depth interviews with seven experts,he creates seven different perspectives on the context and choses the key forces of the group dynamics. By a synthesis of the information sources, the author creates the final model. It's validity due to data and potential future use is discussed.

The Diploma thesis "Bullying at ecclesiastic schools" first presents briefly the context of aggression at schools. Furthermore it describes the behaviour of an aggressor and his reasons to bully. It explains the keyword of a victim and shows which kinds of individuals become most frequently to be bullied. It solves the share of boys and girls on aggressive behaviour. It also takes into account the bullying from the juridical point of view, outlines the possible kinds of prevention against the bullying in families and first of all at school. This thesis also describes the consequences of the bullying on its victims. The last part of the thesis deals with proposal of possible steps to be taken in order to solve the bullying. In a practical part there are introduced two ecclesiastic Grammar schools in Prague where students of selected classes have been asked for their experiences with appearance of bullying at their school. Their answers have been examined - also in the graphical form.

The aim of this work is to reflect the experiences of teachers and reveal their attitudes and opinions in connection with the study and their work in kindergarten. How they perceive their experience of studying at the faculty of education? And how they understand their position of students in the context of their profession? Which gender issues are they talking about in connection to their studies and practice in kindergarten? What range of opinions and attitudes they hold against gender aspects of their profession? The work combines two sources of analysis to be interconnected and complement. That is the Framework educational program for preschool education and interviews with teachers. Powered by TCPDF (www.tcpdf.org)