Η χρήση των κινητών υπολογιστικών συσκευών έχει αυξηθεί σημαντικά τα τελευταία χρόνια και έχει επεκταθεί σε διάφορες ανθρώπινες δραστηριότητες. Οι συσκευές αυτές μεταφέρονται εύκολα και προσφέρουν τη δυνατότητα σύνδεσης σε ασύρματα δίκτυα και δίκτυα κινητής τηλεφωνίας με σκοπό την επικοινωνία και γενικά την ανταλλαγή δεδομένων. Τα χαρακτηριστικά αυτά καθιστούν τις συσκευές εργαλεία ιδιαίτερα χρήσιμα και ελκυστικά, τα οποία μπορούν να αξιοποιηθούν στην εκπαίδευση με τη χρήση των κατάλληλων εφαρμογών. Σκοπός της συγκεκριμένης έρευνας είναι η μελέτη της χρήσης των κινητών υπολογιστικών συσκευών στην προσχολική ηλικία. Συγκεκριμένα, μελετώνται οι αναπαραστάσεις των μαθητών για τις κινητές υπολογιστικές συσκευές και οι μεταβολές σε αυτές μετά την διδακτική παρέμβαση. Παράλληλα, παρατηρείται η αλληλεπίδραση των μαθητών με τη συσκευή κατά τη διάρκεια της εκπαιδευτικής διαδικασίας και εξετάζεται η αλληλεπίδραση των μαθητών μεταξύ τους . Για το σκοπό της έρευνας σχεδιάστηκε ένα εκπαιδευτικό σενάριο, το οποίο αξιοποιεί εφαρμογές Android που ανήκουν σε διάφορες κατηγορίες λογισμικών. Η παρούσα έρευνα αποτελεί μία μελέτη περίπτωσης και για τη συλλογή των δεδομένων χρησιμοποιήθηκε η ατομική ημιδομημένη συνέντευξη, η συμμετοχική παρατήρηση και η ηχογράφηση. Τα εργαλεία συλλογής δεδομένων που χρησιμοποιήθηκαν ήταν οι ερωτήσεις των συνεντεύξεων και οι ηχογραφημένες συνομιλίες των μαθητών κατά την εργασία τους στις ομάδες. Από την έρευνα προκύπτει ότι τα παιδιά προσχολικής ηλικίας αντιλαμβάνονται τις βασικές λειτουργίες των υπολογιστικών συσκευών και μπορούν να αλληλεπιδράσουν με αυτές χωρίς σημαντικές δυσκολίες. Επίσης καλλιεργούν σε κάποιο βαθμό τις επικοινωνιακές τους δεξιότητες ως μέλη μίας ομάδας. Η εποικοδομητική χρήση των κινητών υπολογιστικών συσκευών κατά την εκπαιδευτική διαδικασία, βασίζεται σε σημαντικό βαθμό στον προσεκτικό σχεδιασμό δραστηριοτήτων και στη χρήση κατάλληλων εφαρμογών. / The use of mobile devices has increased over the last few years and has been adopted in many human activities. The mobile devices' main characteristics include portability and connectivity to wireless and mobile networks which enable communication and data exchange. The above features make these devices particularly useful and attractive to be used in education. The purpose of this case study is to address the use of mobile devices in pre-school education. In more detail, the case study examined children’s perceptions of the mobile devices and how they differed after the sessions took place. Furthermore, the children-device interaction and the children-children interaction were explored. A number of Android applications were used as part of an educational scenario that was specifically designed and implemented for the purpose of this case study. The study found that pre-schoolers can easily use and understand the main functions of the tablet. What is more, they can develop their communication skills as members of a team. Finally, the constructive use of tablets in education is primarily based on the careful design of activities and the use of suitable applications.

国立情報学研究所で電子化したコンテンツを使用している。

This study is focused on injury problems of pre-school children. Children injuries are one out of most frequent causes of children's mortality and sickness absence. Therefore it is a worldwide problem. Unfortunately, Czech Republic is rated according to accident statistics as one of worst countries in Europe. Because of that it is necessary to focus more on prevention of those effects.In terms of research it was proven, that the knowledge of children and their parents is insufficient. Increasing this knowledge of children was achieved with founding of preventive program. For parents was chosen a form of informative leaflet. In my opinion, the decrease of children's injuries would be possible with help of methodical impingement upon children and even their parents.

The aim of the diploma thesis is to find out, if preschool kid is able to pick up the in-line skating and to find out, if this activity is used among preschool kids in school or out of school form. The conditions for in-line skating in certain location is also researched. The methodology for teaching in-line skating of preschool kids is also made. The methodology is based on experiment. The main research issue of this thesis is to find out the realization of in- line skating with preschool kids. First chapter deals with general information about in-line skating, such as history of this sport, division into various branches and proper equipment. Second chapter informs about the connection between in-line skating and health. There are pros and cons which influence person's life, characterization of preschool age, motor development and what the appropriate age for children to start is. Third chapter is focused on technique and methodology of in-line skating. Practical part deals with the evaluation of the mastering level of in-line skating among preschool kids, which is researched with questionnaire and experiment. The questionnaire tells us if the in-line skating with preschool kids is provided by Kinder-gardens, parents or interest club in a certain location. All the research is done in town and on...

A number of previous researchers have concluded a higher incidence of behavioral and psychological problems exists among children who are siblings of children with disabilities than among children whose siblings have no disabilities. There is some evidence in previous research that the incidence of behavioral and psychological problems may be attributable to differences in sib ling interaction patterns; specifically, frequency of interaction, imitation, agonism, dominance, and prosocial behavior. In this study, observational techniques were used to determine imitation, agonism, dominance, and prosocial behavior for two groups of children: 1) those whose siblings were disabled, and 2) those whose siblings had no disabilities. Non-observational techniques were used to assess several family factors. The Battelle Developmental Inventory was used to measure severity of disability. ANCOVA comparisons (using family variable s as covariates) showed a higher frequency of agonism (F1,70 = 9.69, p = .003), and a low frequency of dominance (F1,64 = 5.24, p = .025) in children with a disability as opposed to their non-disabled comparisons. However, no significant differences were found among the siblings of these children. Statistically significant differences in behavior were found in comparisons between children without disabilities and children with specific disabilities (hearing impaired, Down syndrome, and developmentally delayed) for agonism (F3,70 = 6.371, p = .001) and dominance (F3,71 = 3.087, p = .033). Statistically significant differences between levels of dominance (F3,69 = 2.798, p = .046) and prosocial behavior (F3,69 = 4.206, p = .009) to the siblings without disabilities as compared to children with hearing impairments, Down syndrome, or developmental delay were found. Severity of disability was not statistically significantly related to any of the dependent variables. Differences in interaction patterns can only be viewed as a potential contributing factor in an elevated incidence of behavior only as it relates to specific disabilities. The practice of grouping subjects from various disability groups for research purposes can be misleading.

Introduction: Executive functions (EFs) are a set of inter-related neurocognitive abilities, recruited for top-down, conscious control of thoughts, actions and emotions. EFs develop rapidly during the preschool period (age 3 to 6 years), which is the same time, during which the symptoms of Attention Deficit/Hyperactivity Disorder (ADHD), namely hyperactivity, impulsivity, and inattention, become evident. Furthermore, hyperactivity, inattention, and the EFs contribute to academic performance once children begin formal schooling. To clarify the interplay of these processes, this dissertation conducted 3 studies that used a longitudinal design (4 time-points) to investigate the development of EFs from age 3 to 6 years, the relations between EFs and hyperactivity across this same period of time, and their relative contributions to inattention and academic performance at 6 years of age. Study One: Children’s performance on EF tasks was examined across 4 time points, beginning at 36-48 months of age. Results indicated significant between-child variability for all EF component processes at 3 years of age, significant growth over time, and preliminary support for the theory that, among EFs, working memory may develop first. Furthermore, EF performance at 3 years of age made significant contributions to performance on complex tasks of problem solving and planning at 6 years of age. Study Two: The aim of study two was to evaluate the relations between EF, hyperactivity, and inattention. Results indicated significant between-child variability in EF task performance, with a decrease in variability from age 3 to 4.5 years. Hyperactivity at age 3 years reliably predicted hyperactivity at 6 years of age for females, who also had lower hyperactivity scores. In contrast, for males, child EF performance and parent-report of EF at age 3 years were the best predictors of hyperactivity at 6 years of age. Study Three: The aim of study three was to expand upon the relations between EF, hyperactivity, and inattention by evaluating their relative contributions to academic performance. There were limited relations between academic performance, hyperactivity, and inattention. However, EF performance at 3 years of age predicted age 6 reading and math, whereas parent-report EF only predicted reading. Furthermore, hyperactivity at 4.5 years of age moderated the relation between age 3 performance EF and age 6 academic performance, with this relation becoming stronger as hyperactivity increased. Conclusion: Together, these studies make several notable contributions to the field: (a) that initial EF abilities at 3 years of age are highly variable between children, but improve consistently over time, (b) that the relations between hyperactivity and EF appear to be different for males and females (or higher/lower levels of hyperactivity), and (c) that even in a community sample, hyperactivity moderates the EF-academic performance relation. These findings contribute to the early identification of hyperactivity and interindividual differences in EF abilities, in very young pre-schoolers, who may go on to have more difficulty in a formal schooling setting. / Graduate / 2023-08-09

Darbe išanalizuotas periodinių leidinių poveikis ikimokyklinio amžiaus vaikų socializacijai. Tyrimo tikslas – teoriškai ir empiriškai pagrįsti periodinių leidinių, skirtų vaikams poveikį ikimokyklinuko socializacijai. Hipotezė: periodiniai leidiniai įtakoja ikimokyklinio amžiaus vaikų socializaciją. Tyrimo uždaviniai: 1. Išanalizuoti mokslinę literatūrą apie žiniasklaidos poveikį ikimokyklinio amžiaus vaikų socializacijai. 2. Įvertinti periodinių leidinių paklausą įvairaus ikimokyklinio amžiaus grupėse. 3. Išsiaiškinti pedagogų nuomonę apie veiklose naudojamų periodinių leidinių įtaką vaikų socializacijai. 4. Ištirti tėvų požiūrį į periodinių leidinių daromą poveikį ikimokyklinio amžiaus vaikams. 5. Atskleisti pedagogų nuomonę apie vaikams skirtų žiniasklaidos priemonių, poveikio valdymą ir jo valdymo būdus. Tyrime dalyvavo: Tyrime dalyvavo 430 Vilniaus, Utenos ir Visagino ikimokyklines įstaigas lankantys vaikai, vaikų tėvai ir pedagogai. Imtis: 100 ikimokyklinio amžiaus vaikų, 180 vaikų tėvų, 150 ikimokyklinio ugdymo pedagogų. Raktiniai žodžiai: Žiniasklaida, periodiniai leidiniai, socializacija, ikimokyklinis ugdymas, ikimokyklinis amžius. Tyrimo duomenys parodė, kad žiniasklaida svarbus šiuolaikinis auklėjimo veiksnys, formuojantis visuomenę, tautinę, tarptautinę, valstybinę sąmonę, požiūrius į žmonių bendravimą ir t.t., tėvai ir pedagogai pripažįsta žiniasklaidos poveikį, tačiau mano, jog jį valdyti galima ne visada. / The paper analyzed the effects of periodical publications in preschool children's socialization. Goal of study – theoretical and empirical base of socialization effects of magazines for pre-school children. Hypothesis: periodicals affect preschool children's socialization. Tasks of the study: To analyze the scientific literature on media effects on preschool children's socialization. To assess the demand for various periodicals in the pre-school age groups. To find the opinion of teachers on the effects of periodicals used in activities for the socialization of children. To find out teachers' views on the influence of various magazines to the children's socialization. To investigate parental attitudes on the management of the exposure of pre-school age children to media and ways of its control. Participants of the survey: The study included 430 children attending Vilnius, Utena and Visaginas pre-school institutions, their parents and teachers. Sample: preschool children and 180 parents of children, 150 pre-school teachers. Key words: media, periodicals, socialization, preschool education, preschool age. The results of the research demonstrated that the media is an important factor in modern education, participating in the formation of society, national, international, national consciousness and approaches to human interaction, etc. Parents and educators recognize the impact of mass media, but believe that it can not always be controlled.

Title: Nutritional Habits of Preschool Children in Vysočina Region Annotation: I focus on the issues of eating habits of preschool children in my diploma project. Nowadays, this topic is very current due to increasing overweight and obesity of children, already in preschool age. The aim of this work is to summarize the knowledge of preschool children healthy eating, to emphasize the importance of child nutrition, draw attention to mistakes inflicted in child nutrition, and also point to the nutrition recommendations in this age. The integral part of this work is the specification of external influences and risks to a child in this field. At the same time, I mention some issues related to nutrition and eating habits that currently worry parents. The aim of an exploratory survey was to map the level of dietary habits of preschool children in the Region Vysočina. Results are based on the survey, which took place in different nursery schools in the Region Vysočina. Key words: eating habits, healthy nutrition, preschool age

This diploma thesis focuses on the psychological aspects of drawings of preschool children from complete and incomplete families. In the theoretical part the child's drawing is described as one of the basic manifestations of the semiotic function and it emphasized its importance in the process of cognitive maturation. Drawing is also taken into consideration as a projective diagnostic method. In the research part we interpret drawings by children of different ages in the preschool period with an emphasis on cognitive maturity of the individual and family relations with consideration to the projective function of drawings. The results may lead to a better understanding of children's perception thanks to the interpretation of various drawings.

Title: Movement Games in Sports Training of Children Objectives: Create a systemized inventory of movement games. Movement games categorized according to which football skills can developed. Verify popularity of the each movement game in simple questionnaire. Methods: The literature search and data analysis. Also, quantitative research in the form of a simple questionnaire. Results: Systematized inventory of 39 movement games with methodological descriptions. Each movement game has feedback in form of questionnaire result. Key words: movement game, football, sports training, preschool age