The diploma thesis is divided into theoretical and practical part. It deals with preschool education and foreigners in the Czech republic within its theoretical part. It focuses on the education of foreigners in the Centre for Preschool Children (CPD) in a children and youth centre of the capital city Prague, DDM hl. m. Prahy. Theoretical knowledge is applied in the practical part. The practical part of the thesis approaches the reality of foreigners' education in CPD in DDM hl. m. Prahy through seven case studies. The main aim of the thesis is to analyse the specifications of working with children of different cultures in CPD. The aim of the thesis is to introduce ways of teaching other cultures in CPD. The application aim of the thesis is to help pedagogues of the Centre for Preschool Children in DDM hl. m. Prahy work with children of other cultures and help them be better prepared for situations that may occure. The outcome of the thesis is a recommendation for working with particular children in CPD. The thesis gives basic orientation in the topic of education of foreigners in the Centre for Preschool Children in DDM hl. m. Prahy and can be extended.

Introduction: Differentiating between normal language variation and abnormal language development can be difficult for clinicians working with young children who present with slow language development, so-called “late talkers”. Although the language difficulties of many late talkers resolve spontaneously, there is clearly a group of children whose problems persist, either for a long period or possibly permanently (after the age of five, often referred to as children with specific language impairment: SLI). There is a lack of research examining potential markers of language difficulties in young children which may enable the early detection of children at risk of SLI. The aim of this thesis was to determine the most suitable measure, or combination of measures, that can predict which late talkers at age 3;0 to 4;0 will be likely to have SLI at age 4;0 to 5;0. Methods Forty seven late talkers and 47 children with typical language development (TLD) aged from 3;0 to 4;0 were assessed on a number of language, IQ and marker tasks (baseline assessment). The children were recruited from 13 nurseries and one family centre in Aberdeen city. The children were reassessed one year later on a number of language, IQ and marker tasks (follow-up assessment). Results: Characteristics of the child or family examined were not associated with membership of the expressive language delay group at follow-up. Within the late talker group only, the Preschool Language Scale-3 Expressive Communication (PLS-3 EC) and Recalling Sentences scores at baseline were the best predictors of persistent expressive language delay at follow-up. Late talkers performance on the PLS-3 EC and Recalling Sentences tasks at age 3;0 to 4;0 has potential as predictors of persistent expressive language delay (children likely to have SLI) at age 4;0 to 5;0. Conclusions: A sizeable proportion of children identified as late talkers at age 3;0 to 4;0 have persistent language problems a year later at follow-up. The language measure PLS-3 EC has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. The marker task Recalling Sentences also has the potential to differentiate between late talkers who are going to have more persistent problems from those who recover. Given the simplicity of Recalling Sentences, this task has the potential to be a useful screening test in clinical practice although this needs to be evaluated in further research.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 121-127). Also available in print.

Thesis (M. Communication Pathology)--University of Pretoria, 2005. / Summary in English and Afrikaans. Includes bibliographical references.

Early musical experiences are very important for social, cognitive and physical development of children, as well as their future musical competences. Preschools present this environment with various musical materials. However, suitability of these materials in terms of developmental needs of children and educational goals is questionable. The purpose of this study is to transfer knowledge from relevant literature to design considerations of musical toys for preschool children. Literature review was conducted to determine various aspects to be considered while designing musical toys by compiling knowledge from developmental psychology and pedagogy literature / governments

Thesis (Ph. D.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. [101]-116).

Thesis (Psy. D.)--Wheaton College, 2007. / Abstract. Includes bibliographical references (leaves 105-110).

Thesis (M.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 53-56). Also available on the World Wide Web.

The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on January 5, 2010). Vita. Thesis advisor: Dr. Judith C. Goodman. Includes bibliographical references

Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 76-85). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11769