Diploma thesis deals with the management of pre-primary education in 2007-2017 by the eyes of nursery school directors. The thesis describes the management, the role of the headmaster of the kindergarten, basic school legislation of the Czech Republic, key words - management, nursery school director, MEYS legislation, competences of the nursery school director, educational policy. The practical part focused on research into changes in legislation from 2007-2017 by the eyes of nursery school directors and on management in pre-primary education for 10 years from the perspective of nursery school directors. KEYWORDS Career order, Competencies of the Director kindergartens, Director of kindergarten, MŠMT Education Act, management

The diploma thesis focuses on the Learning Stories method and its implementation in a Czech pre-school. Its aim is to explore, document, and analyse how the Learning Stories method is applied into a Czech pre-school as a part of the process of formative assessment. The theoretical part defines assessment in the pre-primary education - its content, and characteristics. Selected assessment tools used in a Czech pre-primary education are introduced. The theoretical part then focuses on the definition of the formative assessment in both Czech and foreign literature, and on the analysis of the Czech Statutory Pre-primary Educational Framework in the relation to the formative assessment. It also describes theoretical background of the Learning Stories method and its use within the international pre-primary education. The empirical part presents the aims of the research project - its methodology and results. Research data were acquired from a content analysis of learning stories and from semi- structured interviews with teachers who have been working with the LS method. Semi- structured interviews focused on how the teachers implemented the LS method in their schools. The content analysis of the learning stories centres on finding out whether the stories about children's learning fulfil the aims of...

Summaries in Afrikaans and English / Hierdie studie spreek die emosionele skoolgereedheid van voorskoolse kinders aan. Die voorskoolse kind met sy basiese emosies vanuit sielkundig opvoedkundige perspektief word in die studie van naderby beskou. Tydens die studie is die basiese emosies volgens Plutchik (1980) wat bepalend vir die emosionele skoolgereedheid van die skooltoetreder is, geidentifiseer. Na aanleiding van nuwe insigte waartoe gekom is, het die navorser 'n eie emosionele skoolgereedheidsevalueringslys volgens Plutchik (1980) se basiese emosies antwerp, wat as 'n maatstaf vir die evaluering van emosionele skoolgereedheid kan dien. 'n Empiriese ondersoek is onderneem om te bepaal of 'n aantal proefpersone volgens n emosionele skoolgereedheidsevalueringslys emosioneel skoolgereed is al dan nie. Emosionele tekorte is vanuit die emosionele skoolgereedheidsevalueringslys geidentifiseer, waarna diagnostiese en terapeutiese tegnieke vir emosionele skoolgereedmaking kortliks bespreek is. Opvoedkundige sielkundiges kan die diagnostiese en terapeutiese tegnieke as hulpmiddel gebruik om emosionele tekorte, wat moontlik 'n blokkasie vir emosionele skoolgereedheid inhou, aan te spreek. / This stidu addresses the emotional school preparedness (readiness) of pre-primary children. The pre-primary child with his basic emotions from a psychological educational perspective is examined more closely in this study. During this study the basic emotions according to Plutchik {1980) that determine the emotional school readiness of the school entrant, were identified. On account of new insights gained, the researcher designed a school readiness evaluation list of her own according to Plutchik's (1980) basic emotions. This list can serve as a guideline for the evaluation of emotional school readiness. An empirical study was undertaken to determine whether a number of experimental subjects {children) were ready for school or not. Emotional deficiencies were identified by means of the emotional school readiness evaluation list, whereafter diagnostic and therapeutic techniques for the emotional preparation of children were briefly discussed. Educational psychologists can use these diagnostic and therapeutic techniques as an aid to address emotional deficiencies, which may impede the emotional school readiness of children. / Educational Studies / M. Ed. (met spesialisering in Voorligting)

Summaries in Afrikaans and English / Hierdie studie spreek die emosionele skoolgereedheid van voorskoolse kinders aan. Die voorskoolse kind met sy basiese emosies vanuit sielkundig opvoedkundige perspektief word in die studie van naderby beskou. Tydens die studie is die basiese emosies volgens Plutchik (1980) wat bepalend vir die emosionele skoolgereedheid van die skooltoetreder is, geidentifiseer. Na aanleiding van nuwe insigte waartoe gekom is, het die navorser 'n eie emosionele skoolgereedheidsevalueringslys volgens Plutchik (1980) se basiese emosies antwerp, wat as 'n maatstaf vir die evaluering van emosionele skoolgereedheid kan dien. 'n Empiriese ondersoek is onderneem om te bepaal of 'n aantal proefpersone volgens n emosionele skoolgereedheidsevalueringslys emosioneel skoolgereed is al dan nie. Emosionele tekorte is vanuit die emosionele skoolgereedheidsevalueringslys geidentifiseer, waarna diagnostiese en terapeutiese tegnieke vir emosionele skoolgereedmaking kortliks bespreek is. Opvoedkundige sielkundiges kan die diagnostiese en terapeutiese tegnieke as hulpmiddel gebruik om emosionele tekorte, wat moontlik 'n blokkasie vir emosionele skoolgereedheid inhou, aan te spreek. / This stidu addresses the emotional school preparedness (readiness) of pre-primary children. The pre-primary child with his basic emotions from a psychological educational perspective is examined more closely in this study. During this study the basic emotions according to Plutchik {1980) that determine the emotional school readiness of the school entrant, were identified. On account of new insights gained, the researcher designed a school readiness evaluation list of her own according to Plutchik's (1980) basic emotions. This list can serve as a guideline for the evaluation of emotional school readiness. An empirical study was undertaken to determine whether a number of experimental subjects {children) were ready for school or not. Emotional deficiencies were identified by means of the emotional school readiness evaluation list, whereafter diagnostic and therapeutic techniques for the emotional preparation of children were briefly discussed. Educational psychologists can use these diagnostic and therapeutic techniques as an aid to address emotional deficiencies, which may impede the emotional school readiness of children. / Educational Studies / M. Ed. (met spesialisering in Voorligting)

Submitted in fulfillment of the requirements of the Masters of Applied Science in Food and Nutrition, Durban University of Technology, 2015. / AIM: The aim of the study was to identify the need, develop, implement and determine the effect of a Grade R Nutrition Education Programme (NEP) in order to make recommendations to the South African Department of Basic Education (DBE) to include an effective NEP in the pre-primary school education curriculum. OBJECTIVES: The objectives for this study is in two phases, The objective of the baseline study was to assess the need for nutrition education (NE) in Grade R in suburban areas of Durban and identify the most suitable nutrition education tools (NETs) for this age group. For the intervention study the objectives were 1) to develop a nutrition knowledge questionnaire (NKQ) to determine the existing nutrition knowledge of Grade R learners in suburban government and private schools in Durban, 2) to develop a nutrition education programme (NEP) for Grade R based on the South African Food-Based Dietary Guidelines (FBDGs) and the food groups, 3) to implement the NEP in Grade R in a government and private school, 4) to determine the effect of the NEP on the retention of FBDGs (Section one) and food group (Section two) knowledge, and 5) to compare the results between the control group (CG) and the government (EGG) and private (EPG) experimental school groups, and between genders. METHODS: A self-administered nutrition education needs questionnaire was completed by 20 Grade R teachers in Durban suburban schools. Nutrition education material was identified based on the results from the pilot study and a Nutrition education programme developed. The classroom-based intervention study involved 120 Grade R learners in three schools, two experimental schools: government (n=37) and private (n=40), with a control school (n=43), with 35 percent (n= 42) male and 65 percent (n=78) female participants, ranging in age from five to seven years. A validated questionnaire assessed baseline nutrition knowledge of these children. A qualified foundation phase teacher was trained to implement the NEP. The experimental school groups received eight one hour nutrition education (NE) lessons over an eight week period; the control group did not receive any NE. During the lesson firstly theory was covered then the children worked on the related fun activities in the Healthy Eating Activity Book (HEAB) and lastly involved in the nutrition educational games. These included a food group plate puzzles, a NEP board game, a card game and ‘My little story books’. A post-test determined the impact of the intervention. RESULTS: The baseline study confirmed the need for NE in Grade R and identified suitable NETs that were used in the intervention. At pre-test, the nutrition knowledge of Grade R children in the two experimental groups (EG) and one CG was very similar with knowledge of FBDGs greater than knowledge relating to the food groups. Both Grade R EGs showed a significant increase in knowledge for the whole test immediately after the intervention with the CG, achieving similar post-to pre-test results. The intervention had a significant impact on nutrition knowledge of Grade R children in both experimental schools (EGG p=0.004 and EPG p=0.001). The EPG were most knowledgeable regarding FBDGs with no significant difference in knowledge of the EGG. Food group knowledge in all schools was poor at baseline and the NEP resulted in the EGG obtaining the highest post-test results. Post-intervention for the whole test the EGG were marginally (0.80 percent) more knowledgeable than the EPG. The knowledge of boys and girls were very similar in pre-and post-test results. However, the boys were fractionally more knowledgeable than the girls in relation to the whole post-test. In Section two, relating to food group knowledge, girls were slightly more knowledgeable than boys although both genders lacked knowledge in relation to which foods belonged to a particular food group. CONCLUSION: The primary aim of formal NE was met as the statistical significance between the CG and experimental group post-test results was evident in the majority of Section one questions and in all questions in Section two. The NEP resulted in similar increase in knowledge of Grade R learners in the government and private experimental school groups in Durban. In addition, the boys and girls showed a minimal difference in nutrition knowledge.

The thesis is focused on the intergenerational learning in families of preschool children. The first, theoretical part, discusses the ongoing intergenerational learning in families and possibilities of intergenerational programs outside the family. The second, practical part, examines whether and how progress the intergenerational learning in families with preschool children and deals with the parentʼs attitudes toward intergenerational program in kindergarten. Research is carried out via survey in families of children, structured interviews with parents and observation and interviews with children in kindergarten. One part of the thesis is to create the design and implementation of a project focused on intergenerational learning in cooperation of kindergarten and senior citizen home and subsequent reflection process, which arises during intergenerational activities between children and seniors from non-family environment.

Everyone is a unique personality with the right to full life, which includes, together with the love and recognition of the right to education. Children with mental disabilities are evolving slowly, but it does not mean that they are less sensitive, perhaps on the contrary. Integration, as well as other other topics, not only fans, who have highlighted a opěvují, but also the defendant who completely reject it. Not even one vytknout view anyone of these people. The success of integration depends on several factors dependent on each other. Among the various factors affecting the integration of organization and preparedness are all actors in this process. Inherent in the readiness of people is not only an integrated, but also integration as such. According to the research hypothesis H1 is the position of specialized childcare facilities is positive, thereby refuted hypothesis. Hypothesis H2 clearly confirmed that the parents want to integrate their children with mental disabilities in mainstream nursery schools. Neither hypothesis H3 is not confirmed, since the position of senior staff of nursery schools for children with mental retardation in Ceske Budejovice is as positive as senior staff of nursery schools in Jindrichuv Hradec. It added that although the position of the integration as a whole is positive, as regards the integration of children with mental disabilities and then it is welcome, but only in the lighter forms of disability.

The diploma thesis deals with the personnel management practices of recruitment and selection of employees. The theoretical part provides a brief description of the development of human resources management and an outline of the constituent personnel management practices. The steps undertaken by an organisation in the process of recruitment of employees are described thoroughly, from identifying job openings till designing and publishing a job advertisement. The main methods of employee selection are mentioned, followed by a more detailed description of the selection interview. The empirical part of the thesis focuses on the field of pre-primary education. It examines the current circumstances of recruitment and selection of pedagogical employees in selected kindergartens in Prague. It investigates which methods and techniques are used in these personnel management practices and it scrutinizes the factors that influence them. The results of the inquiry show that the recruitment and selection of pedagogues are executed on an adequate level in the selected schools. The schools use their internal capacities to perform these tasks and they apply a combination of methods. The thesis is useful as a starting point for further inquiry in the field of personnel management practices and also as a methodical...

A hospitalisation experience is serious for every toddler, and implies physical and emotional trauma of one kind or another. The reaction of the toddler in terms of this trauma in effect is a normal reaction to an unnatural situation, through which he tries to be in control of himself and his unknown environment. His lack of experience, incomplete cognitive reasoning, and lack of insight cause anxiety and stress for the toddler. Misbehaviour because of account of his anxiety and fear which the form part of the toddlers attempts to control and get hold of this unknown situation. The research is primarily aimed at how the therapist, parents and hospital personnel can prepare, assess and support the toddler, in terms of handling the hospitalisation process. Seeing that there is normally no one to blame for the toddlers admission to hospital, the child directs his anger and anxiety at himself, resulting in inner conflict and intense feelings of guilt. The research project aims to focus on preparation of the pre-primary toddler for hospitalisation, by using playtherapeutic intervention, in order to lessen the fear and anxiety of the experience. This goal was achieved by a literature study, an empirical study with the aid of application of a preparatory intervention program, as well as an assessment and an evaluation of the program, in order to make recommendations, regarding the research. Optimal care, and preparation of sick toddlers for admission in hospital, includes more than satisfying the child’s physical needs. It also asks for gratification of the toddler’s psychosocial needs. Support and preparation of both the child and his/her parents form an integral component of the sanitary care process. Therapeutic activities with the child that is going to hospital, can, according to the goals of the research study, be instrumental in reducing fear, promote self-esteem, become acquainted with the medical setting and procedures, as well as providing in the toddlers physical, emotional, psychological and psychosocial needs. A complete and refined play therapeutic preparation program was developed and evaluated through the findings of the empirical and literature study. The process of intervention research was followed in the empirical study, where data was obtained with the aid of a purposive sample, of 20 hospitalised toddler respondents. Creswell’s dominant-less-dominant model was utilised. A dominant quantitative approach was being followed, through witch data was assembled by a self developed structured observation instrument, as a post-test for both the experimental as well as the comparative group. The less dominant, but equally important qualitative approach, that consisted of 9 playtherapeutic sessions with experimental group, field notes and interviews with parents, enrich and verified the quantitative data. According to the integration of the quantitative and qualitative findings, the conclusion can be made that the preparatory playtherapeutic program had a positive impact on the way fear and the toddlers handled anxiety during hospitalisation, with less misbehaviour. The findings show that the developed preparatory playtherapeutic program can be implemented with great success and confidence, with toddlers that are going to be hospitalised. It is recommended that further research can be done on development and evaluation of preparation programmes for toddlers from less fortunate communities. Seeing that individual sessions may due to financial difficulties be less tenable, group sessions and community work can be recommended to reach larger groups of children, as well as creating community awareness for the needs of toddlers, related to hospitalisation. / Thesis (DPhil (Play Therapy))--University of Pretoria, 2005. / Social Work / unrestricted

The thesis focuses on a concept of communicative competences in the curricula at the stage of pre-school education and introduces the possibilities of development of these competences in kindergarten. The theoretical part outlines issues of curriculum, key competences and communicative competences in the context of pre-primary education. The research is a presentation of qualitative-quantitative research, which aimed to analyze the concept of communicative competences in the curricula of kindergartens and based on direct observation to find out, how kindergarten teachers meet the communicative competences at this stage of education, how to diagnose them and what opportunities provides kindergarten environment to develop pre-school children communication competences. Based on the analysis of curriculum documents of selected kindergartens we found that schools include communicative competences in their conceptual materials and attach great importance to them, even if these documents have different content and formal level. From our observations and interviews with respondents, we concluded that kindergartens and their teachers usually provide good conditions for children to develop their communicative competences (positive communication climate, proper teacher speech pattern, primary prevention,...