In the content of the dissertation we aim to think of the question if the changes in educational system do influenece the point of view on a child, childhood and child itself. The theoretical part is focused on the research of special, historical and present documents, concerning institutional children education. The practical part examines the subjective opinion of parental public. Subsequently, thanks to the controlled dialog between the teacher and the children, it provides interests and feelings of contemporary children in nursery schools. In conclusion,from the gained information in theoretical part, we would like to determin the elements which have probably influenced the child opinion changes and it's approach. Due to the obtained information analysis and the subjective parental and children opinion comparison, we tried to answer the question how the nowadays children differ from their parents' and grandparents' generation.

Abstract This thesis focuses on an analysis of a publicly available monograph, which was chosen deliberately. It deals with an autobiographical story of a girl who grew up in institutional care since the age of four. The work is conceived as a systematically organized set of information. It consists of a theoretical and an empirical part. The theoretical part discusses issues concerning the child's personality, development and basic needs, including family influence on the child. It also describes the system of alternative educational care for children with emphasis on the psychosocial aspects, concerning a child living outside its own family. The empirical part presents the research itself. The aim of the thesis is to find out more about the girl´s personal experience and the way the child perceived the education outside its own family. The main research question reads: How has the institutional education affected the life of the child? This relatively broad research question was further divided into several specific questions: 1. What impact has the child's relationship with its parents had on the life of the child growing up outside its family? 2. What influence has the child's relationship with its siblings had on the life of the child growing up outside its family? 3. What effect has the child's relationship with the educators and to the children's home in which the kid lived had on the life of the child growing up outside its family? The research was conducted as a qualitative investigation on the principle of grounded theory using analysis of the monograph in the form of data collection technique. For our individual case we utilized the method of intensive study with emphasis on a categorized overview, including basic characteristics of the individual's personality, its development, significant experience and attitudes, as well as the individual´s relationships with parents, siblings and wider social environment. The detection of the personal experience and of the opinion of the child on its education outside its own family was carried out by means of qualitative research using grounded theory technique. The data was transferred into the hermeneutic matrix program ATLAS.ti and evaluated using a three-stage coding. The methodological analysis procedure was based on inductive procedures according to the grounded theory technique. In the first step, the data was reduced to the information related to the research. After that, particular codes were created through open coding. These codes were divided into individual categories. In the chapters graphics are used, formed as a part of the coding in the analytical software ATLAS.ti. The results were described, analysed and processed. By research survey, we concluded that the personal view of the child concerning the education outside its own family is positive. This thesis could be beneficial for children's homes and diagnostic institutions. The results of the research could be used to better understand the situation of children in institutional or foster care, by the members of staff and foster parents, as well as by the people who grow up or are brought up outside their own family. This paper could also represent an incentive to perform more extensive research, which would focus on the verification of the generated hypotheses.

This thesis puts a goal to find out opinions of parents of children placed into institutional care. We are interested in reasons for withdrawal of children from their care and for placement of children to institutional care or into foster care. In the introduction of the theoretical part there is mentioned history of care for orphaned or deferred children and history of development of theory of attachment. In the next part there is paid attention to developmental psychology with respect to emotions and factors shaping physical and especially psychical child's development. The theory of attachment and psychic deprivation is closely related with this issue and they are described in the next parts of this thesis. With respect to chosen issue the next part discusses the essential statutory regulations, especially Act No. 359/ 1999 Coll. as amended about activity of the authority child protection, then Act No. 109/2002 Coll. as amended about the performance of institutional education or protection education and other related acts. In the introduction of the practical part there are analyzed important aspects of the quality research. The practical part itself is oriented to performed interviews with parents and each of them is continuously processed in form of narrative reconstruction. The center of...

The aims of the research were twofold, namely, investigate challenges that hindered the implementation of inclusive education in Ethiopia and develop a framework that can enhance the inclusion of children with disabilities (CwDs). The ecology of human development has served as the theoretical lens underpinning this study to discover challenges that hindered the implementation of inclusive education. These barriers were also investigated from micro, meso, exo, and macro perspectives in the system. With this, I employed qualitative approach under the hegemony of constructivism paradigm. The hermeneutic design of the study enabled me to build knowledge about the barriers that hindered the implementation of inclusive education. Subsequently, using semi-structured interview and focus group discussion as instrument, I listened to experts in education, school supervisors, professionals in SNE and education vice heads. Thereafter, the data analysis went by transcribing the recorded interview verbatim. Then, using the transcribed and chunked data, I mapped the range and nature of phenomena, created typologies and found out associations between themes with a view to provide explanations for the findings. The process of mapping and interpretation was also guided by the original research aims as well as by the themes that have emerged from the data themselves. The participants revealed that the challenges to implement inclusive education ranged from the absence of mandatory national inclusive policy to the low income of the families of CwDs. Therefore, lack of collaboration among stakeholders of education, misconception of inclusive education, shortage of trained teachers, poor allocation of finance, poor school infrastructure and lack of mandatory inclusive policy were the few identified barriers among others. Finally, I have recommended collaborative effort among stakeholders to ensure inclusion of CwDs. / Inclusive Education / D. Phil.

Institutional care for delinquent children and youth has a long tradition in our country. This care for morally disturbed and socially disadvantaged youngsters has undergone complex development and tens of years of proven improvement. Today, we can state that this system has continued to work on the traditional model of working with this client, and has continually developed it to best accept and respond to the current problems of our teenagers. However, the current situation regarding the care of this youth in institutions for institutional and protective care can be considered incomplete, it can be called a step backwards or even "liquidation" of some aspects of long- term work and efforts of workers in the area of institutional and protective education.

This thesis describes the preparation for leaving of institutional care clients the objective in areas of transition from residential state institution to ordinary life with respect to former client's experience is an evaluation of institutional care client's expectations. The theoretical part of this thesis is focused on residential state institution characteristics description, process by which the residential state institution clients are prepared for their normal life, dedication of experts responsible for an education who participates in this preparation process. To describe assistance and procedures for preparation of children for their normal life, abilities to find a housing, material security. The practical part of the thesis is focused on vision for student's future life, who are facing to the preparation for leaving in a future. It will be compared with the results of former client's expectations. Whereas the imagination hardly meets reality; the author would like to trace how big a difference between imagination and reality is. Research shows that residential state institution prepares clients for independent living but with relative lack of practical experience. There are no obvious differences among children from orphanages and the other children. Clients have a lack of know ledge in...

This thesis deals with the value orientation and life plans of children and adolescents who are placed into young offenders' institutions because of their behavioural disorders. The theoretical part elucidates basic conceptions related to values and value orientations. It applies to individual development, family issues and education, behavioural disorders and refers to the difficulty of education and re-education in school facilities for the practice of institutional and protective education. The empirical part is a combination of a quantitative and a qualitative research. The questionnaire survey was used to determine the value orientation, life goals, preferred leisure activities, some attitudes and information about clients from the young offenders' institutions. The questionnaires were handed over to respondents from the six children's homes with school and young offenders' institutions. The established values hierarchy and life goals were compared with the results of a similar research. The unstructured interviews with children ending the compulsory education were mainly focused on the choice of study and career orientation. The research was supplemented with a case study for illustration and introduction to the issue. Key words values, value orientation, hierarchy of values, family,...