This diploma thesis addresses the issue of prematurely born children. It focuses on the cooperation between neonatologic nurses in perinatal centers and the parents of the newborns. There are 3 goals of this thesis: 1. To explore and describe the level of cooperation and support of the parents and their involvement in the care of the premature newborns in perinatal centers in the Czech Republic. 2. To find out which priorities and expectations of the parents of the premature newborns are. 3. To contribute with these results to the improvement of mutual relationship between a medic and a parent. To achieve the goals described above the methods of quialitative and quiantitative research were used in the empirical part of the thesis. The quantitative research was carried out in perinatal centers in the Czech Republic using questionnaires filled by the nurses who work there. The qualitative research was carried out by questioning the mothers of the premature newborns using individual thematic semi-standardized interview. The results of the research will be provided to all perinatal centers in the Czech Republic that cooperated and can be used to improve the quality of cooperation between neonatologic nurses and parents of premature newborns.

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 thesis deals with the relationship between family and school at the beginning of primary school. The theoretical part defines the matters of the cooperation between family and school, it explains terms like family, school and the relationship between them. Next it deals with historical roots of the relationship, conditions for the effective cooperation between family and school and specifications in curriculum together with some educational plans and initiatives. The practical parts presents varied research which is focused on the concrete level of the cooperation between family and school at the beginning of primary school and which is marked by the sign Parents are welcome. The evaluative instrument is Survey for parents, results of it create the base for the interview with the head teacher of the school. Complementary research finds the opinions of the teachers in the matter of the cooperation between family and school. The results of the research proved that the quality of the cooperation between the family and school at this grammar school is at high level. Parents evaluate the attitude of this school positively and they claim there is partnership between them and the school, which fulfill the standard of the sign Parents are welcome. The research also proved it is possible to get...

This diploma thesis deals with cooperation between family and school. The aim of the theoretical part is to analyse the primary foreign sources of the programme Step by Step in the domain of the cooperation between family and school, especially the programme HEAD START. Next aim is to compare the methods and forms of cooperation in the United States of America and the Czech Republic, especially in one elementary school. The practical part presents action research which is focused on the reflection of my own work experience. It describes and evaluates the cooperation between family and the school where the author of this diploma thesis works - the evaluation is based on the tool "Competent Educators of the 21st Century: ISSA's Definition of Quality Pedagogy". KEY WORDS: school, parents, family, cooperation, communication, standards, Step by Step, HEAD START.

Made available in DSpace on 2016-07-27T14:19:52Z (GMT). No. of bitstreams: 1 Maria Aparecida Suma Pedrosa Carneiro.pdf: 482821 bytes, checksum: 27bddfbd076a170d6731793b28434434 (MD5) Previous issue date: 2005-04-15 / Considering the previous history of success of the use of procedures based on the Behavioral Approach in the work with children with developmental disabilities, some procedures of this theoretical approach were combined with techniques of speech therapy to make it possible the acquisition of mands abilities by two children, 5 and 7 years old with specific language delay. In the intervention were used procedures of Positive Reinforcement, Shaping, Modeling and Fading. Of the speech therapy techniques, the most frequently used were those of Phonetic Placement that included point demonstration and articulating forms of the phonemes that were part of the trained mands. The study was implemented in two phases, Intervention I and Intervention II, and in two settings: clinical setting and residential setting. The first phase of the intervention was conducted only in the clinical setting with the intervention of the researcher as therapist. In this phase, the parents did not have an active participation. The second phase of the intervention was conducted in the clinic as well in the children s residence with the participation of the therapist and of the parents as co-therapists. The parents began to watch the therapist in action in the clinical setting and in their residences. The therapist had the opportunity to observe the parents in action as well. They received orientation about how to encourage and reinforce the children in all settings they attended to, to favor the acquisition and the development of language. The two children s performance was measured in terms of frequency of occurrence of mands present in the verbalizations registered during four weekly sessions of 30 minutes each. The results show efficiency of the procedures used in both phases of intervention. In the second phase, the results were even more evident, suggesting that parents participation as co-therapists resulted in an acceleration of the therapeutic process. / Considerando-se a história prévia de sucesso do uso de procedimentos baseados na Abordagem Comportamental no trabalho com crianças com atraso no desenvolvimento, alguns procedimentos dessa abordagem teórica foram combinados com técnicas fonoaudiológicas para tornar possível a aquisição de habilidades de mando por duas crianças, de 5 e 7 anos de idade, com atraso específico de linguagem. Na intervenção foram utilizados procedimentos de Reforçamento Positivo, Modelagem, Modelação e Esmaecimento. Das técnicas fonoaudiológicas, as mais frequentemente usadas foram as de Colocação Fonética que incluem demonstração de ponto e modo articulatório dos fonemas que faziam parte dos mandos treinados. O estudo foi implementado em duas fases, Intervenção I e Intervenção II, e em dois ambientes: ambiente clínico e ambiente residencial. A primeira fase da intervenção foi conduzido somente no ambiente clínico com a intervenção da pesquisadora como terapeuta. Nessa fase os pais não tiveram uma participação ativa. A segunda fase de intervenção foi conduzida tanto na clínica quanto nas residências das crianças com a participação da terapeuta e dos pais como co-terapêutas. Os pais passaram a assistir a terapeuta em ação no ambiente clínico e em suas residências. A terapeuta também teve a oportunidade de observar os pais em ação. Eles receberam orientações sobre como estimular e reforçar a criança em todos os ambientes freqüentados por elas para favorecer a aquisição e o desenvolvimento da linguagem. O desempenho das duas crianças foi medido em termos de freqüência de ocorrência de mandos presentes nas verbalizações registradas durante quatro sessões semanais de 30 minutos cada. Os resultados mostram eficácia dos procedimentos utilizados nas duas fases de intervenção. Na segunda etapa, os resultados foram ainda mais evidentes, sugerindo que a participação dos pais como co-terapêutas resulta na aceleração do processo terapêutico.

The thesis deals with the influence of parents on the pedagogical direction of elementary school. Its aim is to find out what options to influence the pedagogical direction of elementary school parents currently have and how they make use of them. The work is divided into theoretical and research parts. The theoretical background is based on an analysis of texts and presents experiences and knowledge relating to this issue. Theoretical bases provide an overview of factors, which influence the pedagogical direction of elementary school and what role the parents can play in this process. The research part presents and evaluates the results of the research conducted at four elementary schools in Prague 12. The research method for data collection was an interview with the headmaster of these elementary schools and a questionnaire for parents of pupils. Proposed recommendations for the schools, which participated in the research, are based on the survey results and on the answers of the research questions. Their implementation into practice could facilitate the influence of parents in the pedagogical direction of the school. KEYWORDS Elementary school, cooperation, parents, headmaster, pupils, pedagogical direction, participation, influencing, options, measures.

The diploma thesis deals with the topic of communication with parents during distance learning. It views this issue from the perspective of teachers and families. It summarizes the specifics of this unusual situation and provides recommendations on how to better manage it. The theoretical part is based on literature and it explains the importance of communication between teachers and parents. The main actors are characterized in this part. It summarizes the rules of respect and also talks about cooperation between both sides. It brings tips on how to involve parents in the education of their children. It deals with distance learning and its obstacles from the perspective of teachers and parents. The practical part focuses on the experience of first-level teachers. The aim is to map the ways of communication and involvement of parents in distance learning. The open coding technique allows in-depth analysis of interviews with teachers. It provides recommendations for communication during distance learning. It describes the specific experience of teachers and the solutions of potential problems.

The thesis deals with communication between family and school in primary education. It's aim is to formulate proposals for more efficient communication with parents. The thesis has theoretical and practical - experimental part. In the practical part key concepts are being characterized. Also the thesis interprets the grounding of the term "parents" in the curricular documents and legislative. The main focus has been placed on initiatives and programmes which ephasise school-family cooperation, mostly the project Parents welcome and educational program Step by Step. The forms of such cooperation between subjects and their mutuall expectations have been described as well. The experimental part examines parent's satisfaction and used communication strategies at school where the experimental investigation took place. The research uses both qualitative and quantitative methods - mostly survey and deep interviews. The results of this research were analyzed. According to the analysis, suggestions for an effective communication with parents have been provided. An effective communication has been described as the one, that is clear and systematic, by in advance given communication channel. Such type of communication can significantly support the school and family cooperation. Keywords communication,...

Thesis focused on finding the conditions of successful inclusive education to the specific primary school. In the theoretical part defines the concepts related to an inclusive education, compares the various authors, the principles of inclusive, sees the inclusive education in the world and in the Czech Republic. Further mentions that the school climate is one of the most important conditions for successful inclusion. Compares the for and against inkluzivního training, its contribution to the school, and all participants in the educational process. Part of the research is focused on the readiness of the particular primary school to inclusive education.