This diploma thesis deals with the international project Bookstart and its potential for further development in the Czech Republic. The first part is devoted to terminology and definitions of pre-reading literacy, reading literacy and functional literacy. In addition, selected Czech and foreign projects promoting reading literacy are presented. At the end of the theoretical part of the thesis, attention is paid to the introduction of the project Bookstart, the experience with its course abroad, and mapping the pilot year of the project in the Czech Republic. The practical part of the thesis presents qualitative research in the form of two semi-structured interviews, and quantitative research conducted using an online questionnaire. Keywords Bookstart, children's reading, reading literacy, pre-reading literacy, literacy development, libraries

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The thesis is devoted to the promotion and development of reading pre-literacy in kindergarten through modern authorial fairy tales. The theoretical part is focused on the development of preschool age children in various aspects related to the development of reading and language skills - in terms of psychology, early childhood education and Framework educational program for preschool education. With respect to the theme of the thesis is part of the theory also definitions of reading literacy and reading pre-literacy and its content in the context of selected procedures for development of reading in kindergarten. There are also itemized some of the methods RWCT (Reading and Writing for Critical Thinking), which are used in order to develop literacy skills. Theoretically, they are also gripped the literary and drama education in kindergarten, the specifics of the modern fairy tale and the role of projective methods in kindergarten. In the practical part there are present projects: What would happen, if there were walking around Brno giant and Lichožrouti. Projects were developed based on the book Daisy Mrázková (What would happen, if ...) and Paul Šrut (Lichožrouti). Both projects were developed in accordance with the Framework educational program for preschool education and the recommendations of...

The aim of this dissertation is to discover what kinds of books are the preschool children read by both their parents and their preschool teachers. The theoretical part defines the preliteracy of the readers and the preschool age, and describes the children's contact with books both at home and at kindergartens. Defines a book in the terms of a medium being in contrast to other communication means. The practical part is based on a mixed design of the research: the quantitative part uses the method of a questionnaire, and the qualitative part draws on the in-depth interviews, the respondents being the parents and preschool education teachers. At first, the questionnaires are compared. The decisive factors in parents and preschool educators selection of the books are characterized afterwards. The children are most frequently read storybooks and bedtime stories. Preschool teachers read out fables, parents do not. Furthermore, parents read out adventure literature. Thus, the parents and the school complement each other. Both at home and at school, children come into contact with prose as well as fiction. Adults prefer to read out older books, published mostly by Albatros Publishing, or they lend books in a library. At the same time, they carefully choose new titles of various publishing companies, for...

This diploma thesis is focused on discovering pre-writing and pre-reading developmental skills in preschools with the "Step by Step" programme and a traditional preschool programme. The theoretical part is focused on explaining school maturity and school readiness, analysing pre-writing and pre-reading skills, analysing Framework Education Programme for Preschools within the frame of these skills and introduction of working principals in preschools with a "Step by Step" programme. The aim of the practical part of this diploma thesis was to discover the preschool children's level of pre-writing and pre-reading developmental skills with the "Step by Step" programme in comparison with a traditional preschool programme. Data were collected by using a mixed method research design: a questionnaire, an observation, worksheets and didactic games were used. One hundred and eight children participated in this research in September 2018. The research was repeated in May 2019 with participation of one hundred and five children. Eleven teachers filled up the questionnaire. The research results shown that the children from preschools with "Step by Step" gained better results overall when filling worksheets in comparison with the children from preschools following the traditional preschool programme in September...

The goal of my thesis is to describe which campaigns and projects support reader and which are suitable for work with children in the kindergarten's heterogeneous classes. As part of the thesis, project is created base of the studied literature which should support reading literacy in a kindergarten's heterogeneous class and cooperate on its implementation with other subjects. I define the terms closely related to the given topic in the theoretical part, namely literacy and numeracy, reading literacy (in relation to RVP PV). Focus is on the role of kindergarten and the necessity of developing a child in reading literacy with the emphasis on the heterogeneous classes. I also emphasize the role of the family in reading literacy. Finally, I describe specific campaigns and projects in the Czech Republic that support readership and reading literacy. I devote myself to the implementation of the project itself in the maternal Schools with heterogeneous classes in the practical part. In more detail, I focus on the Celé Česko čte dětem, Noc s Andersenem and Listování. While the Celé Česko čte dětem a whole range of uses, Listování and Noc s Andersenem serves as a mere addition to the development of reading literacy. I value positively the cooperation with the city's library and parents.

This dissertation deals with the issue of reading skills of pre-school aged children, their abilities to understand the text being read out to them and answer the questions related to the text meaningfully, but also to ask individual questions. It addresses a possible usage of some methods of critical thinking for this age group in the field of nursery schools. The dissertation is based on the fact that the role of the pre-school education is irreplaceable in this respect. The theoretical part concentrates on the problems related to answering the questions and asking them, on the development of cognitive processes and speech, growth of self- confidence and self-assurance as an important precondition for a pre-school child's expressing and the creation of a positive pedagogical communication in the class. It offers opportunities to use some methods of the programme called " By Reading and Writing to Critical Thinking " (RWCT) at nursery schools. The practical part of this dissertation introduces a programme based on working with the texts of different genres intended for the pre-school age. In individual lessons it is verified whether the chosen methods from the RWCT programme are suitable and if the questions asked, and the request for asking them, correspond to the abilities of pre-school aged...

The Communicative Approach to Second Language Teaching in Current Textbooks of Czech for Foreigners Jarmila Valková Abstract The general part of the thesis reviews the background, current understanding and key principles of the Communicative Approach to second language teaching with regard to their foundation in the Direct Oral Method. The objective, usual teaching techniques and textbook components of Communicative Language Teaching are compared to the ones used in the Grammar-Translation Method to show the essential difference between the direct and indirect language approaches to language acquisition and their implications for the character of textbook components. The research part of the thesis examines selected textbooks of Czech as a second language which are supposed to epitomise the following tendencies in the area of contemporary writing of textbooks of Czech for foreigners: a) consistent use of the strategies and textbook components based on the Grammar- Translation Method, b) eclectic application of Grammar-Translation strategies and components together with certain features of the Communicative Approach, c) coherent implementation of the Communicative Approach with related techniques and textbook components. Existence of the above mentioned tendencies in current textbooks of Czech as a second...