Teoretická část se zabývá typologií některých problémových oblastí u dětí předškolního věku, faktory které ovlivňují jeho osobnost, důležitostí prevence, diagnostiky a nápravy. Praktická část je zaměřena na výzkum vedoucí k analýze nejčastějších problémů a jejich příčin z hlediska učitelek mateřských škol a má za cíl zjistit, jaké osvědčené metody v oblasti prevence, diagnostiky a nápravy pedagogové používají. Klíčová slova dítě, dítě s problémem, rodina, mateřská škola, prevence, pedagogická diagnostika, intervence Theoretical part of my study is aimed to recognize all types of problems of preschool aged children. I have tried to describe areas which might have a possible impact to child's personality regarding the prevention, evaluation and rehabilitation. Practical part of my study explores the most common problems caused by nursery teachers and tries to avoid them in the future by use of proper corrective teaching methods. Key words child, problematic child, family, nursery school, prevention, pedagogical diagnose, feedback

Anotation The Diploma thesis deals with the transition of a child from nursery school to primary school. The important factor deciding on the entrance to primary school is school maturity and school preparedness. The theoretic part deals with these themes., The theoretic part further describes the characteristics of a preschool child, its entrance to primary school and school attendance postponement. The practical part investigates the whole process of primary school enrollment. It finds out how school mature or immature children are. The basic methods of the research investigation are the orientation Test of School Maturity (Jirásek), observation, casuistical methods of preschool children and conversation with chosen children.

1 ABSTRACT The diploma work titled "The parents', teachers' and day care center staff view on possibility of placing two-year-old children in nursery schools" analyzes the specifics and problems of today's families with young children. It defines the concept of early childhood, describes a child's development at toddler age, and also characterizes today's toddler. The work is dedicated to the maturity of children for entry into nursery schools. Furthermore the diploma work describes the history and current problems of the care for children younger than three years in the Czech Republic in comparison with representative European countries. The diploma work is a survey focused on three categories of respondents' views on the possibility of inclusion of children from two years of age in nursery schools as a plan for future solution of the issue of systemic agenda of day care center for children under three years of age in the Czech Republic. The aim of the research was to find out how the surveyed parents, nursery workers and preschool teachers perceive the possibility of inclusion of two-year-old children in pre-primary educational institutions and whether today's two-year-old children are ripe for entry into nursery schools. In the practical part of the diploma work there were also compared the personal...

Play can be seen as a very important component in the learning programme of pre-school children. The question arises whether the Gr R teacher has adequate play incorporated into the daily schedule? The research question was answered as follows. Although it was revealed in the study that the teachers who had pre-primary and Bed qualifications, possessed more (play) knowledge of all the teachers, the rest of the Gr R teachers indicated that they did have a need to gather more knowledge in childrens’ play, as well as implementing it into the day programme. The third part of the research question was also answered namely; that too much formal education were taking place in the Gr R classes in primary schools. The answer to the question; whether there is enough play in the Gr R class in a primary school is; “no”, 10 and whether there is enough play in the Gr R class in the pre-primary school is; “yes”. It was concluded that the Gr R education methods in the primary school is far more formal than that of the pre-primary school. The research question is thus fully answered and the study was completed successfully. / Spel kan gesien word as ’n baie belangrike komponent van die leerprogram vir voorskoolse kinders. Die vraag ontstaan of Gr R onderwyseresse genoegsame spel in die dagprogram implementeer? Die navorsingsvraag is as volg beantwoord. Alhoewel dit in die studie na vore gekom het, dat die onderwyseresse wat preprimêr en BEd gekwalifiseer is oor die meeste speelkennis beskik, het die meeste Gr R onderwyseresse aangedui dat hul wel ’n behoefte het om meer kennis rakende kinderspel en die implementering daarvan in die dagprogram te bekom. Die laaste vraag voortvloeiend uit die navorsing of daar genoegsame spel in die Gr R klasse plaasvind was die gevolgtrekking “nee” by primêre skole en “ja” by preprimêre skole. Daar is tot die gevolgtrekking gekom dat Gr R onderwys by primêre skole se onderrigmetodes baie meer formeel is as Gr R by preprimêre skole. Die navorsings-vraag is dus in geheel beantwoord en die studie is suksesvol voltooi. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

Play can be seen as a very important component in the learning programme of pre-school children. The question arises whether the Gr R teacher has adequate play incorporated into the daily schedule? The research question was answered as follows. Although it was revealed in the study that the teachers who had pre-primary and Bed qualifications, possessed more (play) knowledge of all the teachers, the rest of the Gr R teachers indicated that they did have a need to gather more knowledge in childrens’ play, as well as implementing it into the day programme. The third part of the research question was also answered namely; that too much formal education were taking place in the Gr R classes in primary schools. The answer to the question; whether there is enough play in the Gr R class in a primary school is; “no”, 10 and whether there is enough play in the Gr R class in the pre-primary school is; “yes”. It was concluded that the Gr R education methods in the primary school is far more formal than that of the pre-primary school. The research question is thus fully answered and the study was completed successfully. / Spel kan gesien word as ’n baie belangrike komponent van die leerprogram vir voorskoolse kinders. Die vraag ontstaan of Gr R onderwyseresse genoegsame spel in die dagprogram implementeer? Die navorsingsvraag is as volg beantwoord. Alhoewel dit in die studie na vore gekom het, dat die onderwyseresse wat preprimêr en BEd gekwalifiseer is oor die meeste speelkennis beskik, het die meeste Gr R onderwyseresse aangedui dat hul wel ’n behoefte het om meer kennis rakende kinderspel en die implementering daarvan in die dagprogram te bekom. Die laaste vraag voortvloeiend uit die navorsing of daar genoegsame spel in die Gr R klasse plaasvind was die gevolgtrekking “nee” by primêre skole en “ja” by preprimêre skole. Daar is tot die gevolgtrekking gekom dat Gr R onderwys by primêre skole se onderrigmetodes baie meer formeel is as Gr R by preprimêre skole. Die navorsings-vraag is dus in geheel beantwoord en die studie is suksesvol voltooi. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)