The diploma thesis deals with the issue of phonological abilities of children with dyslalia in preschool age. The main goal of the thesis lies therefore in the analysis of the phonological abilities of the stated target group. Based on the main goal, partial objectives and research questions were defined. A method of qualitative research strategy - a case study was used to fulfil the objectives of the thesis. To gather the data, test methods and analysis of the available documents were used. To create a comprehensive picture of the monitored children, the methods mentioned above were supplemented with an interview with a clinical speech therapist. The thesis is divided into two parts, the theoretical part and the empirical part. The theoretical part consists of three chapters. The first chapter deals with the definition of key terms such as communication, communication skills, as well as the development of speech, language and communication. In this chapter, attention is paid also to a preschool child. The second chapter describes the issue of phonological abilities, which are presented in the context of the phonetic- phonological language level. The last chapter looks into the issue of dyslalia. The empirical part is then devoted to the description of the whole process of the research survey....

KABATNIKOVÁ, Sára. The Development of Auditory Memory in Children with Specific Language Impairment in Preschool Age. Praha: Faculty of Education, Charles University, 2021. 69 p. The Diploma Thesis. This thesis is devoted to the topic of the level and development of auditory memory in children with specific language impairment in preschool age. The theoretical part of this thesis is divided into three chapters. The first chapter describes the characteristics of memory - the classification, stages of the memory process and it also lists some tests that are used for memory diagnostics. The second chapter of the thesis describes the memory level in children in preschool age, particularly the level of auditory memory. The diagnostics options of specific language impairment and therapeutic exercises for the development of auditory memory are also described. The third chapter is formed around the subject of specific language impairment. It describes the etiology and symptomatology, especially the symptoms in auditory memory and it also contains possibilities of diagnostics and therapy of specific language impairment. The main goal of the empiric part of the thesis is to find out the level of auditory memory of children who struggle with specific language impairment and who are attending speech therapy...

The diploma thesis is focused on fine motor skills and laterality of preschool children with cerebral palsy. Based on previous researches was found out, that cerebral palsy is influencing fine motor skills. With reference to these researches, the aim of this thesis is to find out, if there is difference between intact prechool children and preschool children with cerebral pals in fine motor skills and what particular differences there is. The thesis include laterality and question of pronounction in preschool age. The theoretical part describes evolution of children, defines fine motor skills and laterality, deals with cerebral palsy and describes fine motor skills of children with cerebral palsy including previous researches. The empirical part defines the aims of research, explorational questions, methods of research and testing activities. Next part is focused on selection of respondents and their characterics. Main part presents results of testing my respondents, analysis of results and discussion. The research was made by interview and qustionary for parents, and following testing of fine motor skills containing three parts - testing of laterality, grips and general fine motor skills. In results is described existing difference between intact preschool children and children with cerebral...

Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (57 источников) и приложения, включающего в себя таблицы с результатами диагностики и примеры организации образовательной деятельности в ДОУ с использованием ИКТ. Объем магистерской диссертации 72 страницы. Во введении раскрывается актуальность темы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются его объект и предмет, формулируется гипотеза, указываются методы и эмпирическая база. Первая глава посвящена теоретическим аспектам проблемы развития когнитивных функций детей дошкольного возраста с использованием информационно-коммуникационных технологий. В ней рассматриваются такие вопросы как особенности когнитивных функций детей дошкольного возраста, информационно-коммуникационные технологии и их использование в образовательном процессе, использование ИКТ в период пандемии, работа психолога по психологическому сопровождению внедрения ИКТ в ДОУ. Выводы по первой главе представляют собой итоги изучения теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: изучение непроизвольного и произвольного запоминания (методики Л.А. Головей и Е.Ф. Рыбалко), изучение оперативной слуховой памяти (методика Л.А. Головей и Е.Ф. Рыбалко), изучение наглядно-образной памяти (тест «Телевизор», авторы М.В. Луткина, Е.К. Лютова), исследование устойчивости внимания (методика «Лабиринт», которая является субтестом из детского варианта теста Дж. Векслера), исследование концентрации внимания (методика Л.А. Головей и Е.Ф. Рыбалко), исследование вербального мышления (методика Я. Йерасика). В качестве методов статистической обработки данных использованы Т-критерий Вилкоксона и U-критерий Манна-Уитни. Представлены результаты сравнительного анализа показателей респондентов экспериментальной и контрольной групп до и после проведения формирующего эксперимента. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. По результатам исследования подтвердилась гипотеза о том, что уровень когнитивных функций (памяти, внимания, мышления) у детей, при обучении которых применялись ИКТ, выше, чем у детей, при обучении которых ИКТ не использовались. В заключении в обобщенном виде изложены результаты исследования; дана характеристика авторского проекта «Развиваемся, играя», в рамках которого занятия с детьми проводились с использованием ИКТ; обоснована практическая значимость полученных результатов; описаны возможные перспективы дальнейшего исследования данной проблематики. / The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (57 sources) and an annex. The latter includes diagnostic results tables and examples of educational activities organization in pre-school institutions involving ICT. The volume of the master's thesis is 72 pages. The introduction reveals the relevance of the research topic as well as the depth of the research in the given field. It sets the purpose and objectives of the research, identifies its object and subject. A hypothesis is formulated and methods of the research in together with its empirical base are indicated in the introduction of the thesis. The first chapter is devoted to the theoretical aspects of cognitive functions development by preschool children with the help of information and communication technologies. It explores the features of the cognitive functions in preschool children, information and communication technologies and their use in the educational process and discusses the reliance on ICTs during the pandemic. The first chapter deals with the work of a psychologist providing psychological support during the introduction of ICTs to pre-school education. The conclusions made in the first chapter are backed up by comprehensive analysis of the existing theoretical material. The second chapter is the empirical part of the research. The methods used are the following: a study of involuntary and voluntary memorizing (Golovei L. A. and E. F. Rybalko’s method), the study of auditory operative memory (L. A. Golovey and E. F. Rybalko’s method), the study clearly-shaped memory test (so called "TV" method designed by M. V. Lytkina, Lyutova E. K.), the study of attention stability (the method of "Labyrinth", which is a subtest from the children's version of the test by John. Wexler), the study of the attention span (Golovei L. A. and E. F. Rybalko’s method), the study of verbal thinking (I. Jersika’s method). The Wilcoxon T-test and the Mann-Whitney U-test were used for statistical data processing. Besides, comparative analysis of the indicators of respondents in the experimental and control groups prior to and after the formative experiment are described in the second chapter. The conclusion of Chapter 2 discusses main results of the empirical study. The results of the study confirmed the hypothesis that the level of cognitive functions (memory, attention, thinking) in children who were taught using ICT is higher than in children who were not taught with the help of ICT. Conclusion contains summarized results of the research; detailed analysis of the author's project “Developing by playing", in which classes with children were conducted with the usage of ICT, justification of the practical significance of the obtained results and description of possible prospects for further research of this problem.

Die Förderung funktionaler sozio-emotionaler Kompetenz in der Vorschulzeit (Altersspanne 3 bis 6 Jahre) ist von entscheidender Bedeutung, um der Entstehung psychischer Störungen vorzubeugen. Bislang gibt es nur wenige Studien, die die Auswirkungen digitaler Trainings auf die sozio-emotionale Entwicklung von Vorschulkindern untersuchen. Ebenso liefert die Forschung umfangreiche Informationen über typisches sozio-emotionales Verhalten bei Vorschulkindern, während weniger darüber bekannt ist, wie das Gehirn diese Funktionen umsetzt. Ziel der Dissertation war es daher, grundlegende und komplexe Aspekte der sozio-emotionalen Kompetenz von Vorschulkindern zu untersuchen, indem ihre Reife und Trainierbarkeit mit Verhaltens- und neuronalen Maßen erfasst wurden. In den Studien 1 und 2 wurden ereigniskorrelierte Potenziale und die Fast Periodic Visual Stimulation Methode eingesetzt, um neuronale Mechanismen der Emotionserkennung zu quantifizieren. Beide Studien ergaben das Vorhandensein grundlegender Mechanismen der Emotionserkennung in dieser Altersgruppe. Darüber hinaus zeigten Vorschulkinder einen Verarbeitungsvorteil von fröhlichen gegenüber ärgerlichen oder neutralen Gesichtern. Studie 3 untersuchte die Trainierbarkeit sozio-emotionaler Kompetenz anhand des digitalen Trainings Zirkus Empathico. Die Zirkus-Empathico-Gruppe zeigte im Vergleich zur Kontrollgruppe einen Anstieg sowohl der grundlegenden als auch der komplexen sozio-emotionalen Kompetenzen. Darüber hinaus ergab sich für die Zirkus-Empathico-Gruppe auf der neuronalen Ebene einen Verarbeitungsvorteil für fröhliche Gesichter. Zusammenfassend zeigt sich ein erheblicher Nutzen neuronaler Marker für das Verständnis von Mechanismen, welchen der Emotionserkennung von Vorschulkindern zugrunde liegen. Die vielversprechende Evidenz für die Wirksamkeit eines digitalen sozio-emotionalen Kompetenztrainings ermöglicht darüber hinaus weitere Überlegungen zur Nachhaltigkeit der Effekte sowie der gesellschaftlichen Bedeutung. / Promoting functional socio-emotional competence in the preschool years (age range 3 to 6 years) is crucial to prevent the development of psychological disorders. To date, there are few studies examining the effects of digital training on the socio-emotional development of preschool children. Similarly, research provides extensive information on typical socio-emotional behaviors in preschool children, while less is known about how the brain implements these functions. Therefore, the goal of this dissertation was to examine fundamental and complex aspects of preschoolers' socio-emotional competence by assessing their maturity and trainability with behavioral and neuronal measures. Studies 1 and 2 used event-related potentials and the Fast Periodic Visual Stimulation method to quantify neural mechanisms of emotion recognition. Both studies revealed the presence of basic emotion recognition mechanisms in this age group. In addition, preschoolers showed a processing advantage of happy over angry or neutral faces. Study 3 investigated the trainability of socio-emotional competence using the digital training Zirkus Empathico. The Zirkus Empathico group showed an increase in both basic and complex socio-emotional competencies compared to the control group. In addition, the Zirkus Empathico group showed a processing advantage for happy faces at the neuronal level. In summary, neuronal markers show considerable utility for understanding mechanisms underlying emotion recognition in preschool children. The promising evidence for the efficacy of digital socio-emotional skills training also allows further consideration of the sustainability of the effects as well as the societal significance.

Contexte. Les attitudes et comportements alimentaires développés pendant la petite enfance influencent grandement la relation future du mangeur à l’égard des aliments. Le parent s’avère en ce sens des plus déterminants. Objectifs. Cette étude vise à connaître les pratiques et attitudes employées par les parents québécois d’enfants d’âge préscolaire pour favoriser le « bien manger » ainsi que le repas familial agréable. Méthodes. La collecte de données a été effectuée à l’aide de cartes postales qui étaient distribuées dans six cent cinquante Centres de la Petite Enfance parmi les mille retrouvés dans la province de Québec pour ensuite être remises aux parents. L’analyse des réponses aux deux questions ouvertes figurant sur la carte postale a été effectuée en se basant sur le modèle des prises alimentaires de Jean-Pierre Poulain. Résultats. Plus de mille (1257) cartes postales ont été retenues aux fins d’analyses. Les données recueillies permettent dans un premier temps de connaître la perception des parents quant à la notion de manger bien. Les notions de qualité et de quantité, diamétralement opposées se démarquent. Dans le cas du repas familial, la discussion, la présence de tous les membres à table ainsi que l’absence de télévision sont abondamment mentionnées. Conclusion. Cette étude permet de constater la variété des stratégies employées par les parents québécois au moment du repas. Ces données d’une grande pertinence pour la santé publique permettront de cibler les messages clés à promouvoir auprès de ces acteurs d’influence dans le développement des habitudes alimentaires des tout petits. / Context. Food attitudes and behaviors developed during early childhood greatly influence the future relationships that children will have with food. Parents play a major role in this part of their preschool child’s life. Objective The main goal of this study is to explore attitudes and behaviors that Quebec parents adopt at meal time with their preschooler in order to encourage healthy eating practices as well as enjoyable family meals. Methodology. To collect data, postcards, an innovative tool, were sent to six hundred fifty day-care centres, also known as Centres de la petite enfance (CPE), of which there are more than a thousand in Quebec. The postcards were then distributed to parents, who were asked to respond to two open-ended questions. Analysis of the qualitative data was based on Jean-Pierre Poulain’s food intake model. Results. More than a thousand (1,257) postcards were used in the analysis. Data collected illustrate first and foremost the vision that parents have of healthy eating and reveal two diametrically opposed perspectives: quality and quantity. With regard to family meals, respondents frequently mentioned conversation at the table, the presence of all family members and the absence of television while eating. Conclusion. Findings from this study show the diverse strategies used by Quebecers during mealtimes. The data are essential to defining key public health messages about eating habits for children that should be promoted among these influential actors.

Les enfants victimes d’agression sexuelle (AS) peuvent présenter divers problèmes psychologiques (Beitchman, Zucker, Hood, DaCosta et al., 1991; Briere & Elliott, 1994). Ces difficultés peuvent d’ailleurs perdurer jusqu’à l’âge adulte (Putnam, 2003). Afin de favoriser le rétablissement de ces enfants et prévenir le cycle intergénérationnel de la maltraitance sexuelle, il est important de s’intéresser aux facteurs de protection pouvant diminuer leurs séquelles. Les pratiques parentales représentent un facteur clé dans le développement de l’enfant de façon générale (Campbell, 1995) et peuvent jouer un rôle important dans la capacité des victimes à s’adapter à l’AS qu’elles ont subie (Ullman, 2003; Yancey & Hansen, 2010). Des pratiques parentales moins étudiées dans ce domaine de recherche ont été examinées dans la présente étude, soit le contrôle psychologique (CP), le contrôle limitatif (CL) et le soutien de l’autonomie (SA). Par ailleurs, l’évaluation des variables pouvant être liées à la conduite parentale et des impacts de celle-ci sur le développement de l’enfant permettra de mieux comprendre les difficultés que peuvent présenter ces familles et d’intevenir adéquatement auprès de celles-ci. Les objectifs de cette thèse étaient : 1) de valider une grille de codification des comportements parentaux auprès d’enfants d’âge préscolaire, 2) de documenter le lien entre le CP, le CL, un concept que nous avons proposé dans la présente étude, et le SA afin de clarifier des incohérences conceptuelles et des failles méthodologiques notées dans les études passées, 3) de comparer les pratiques parentales de mères d’enfants victimes d’AS avec celles de mères dont l’enfant n’a pas vécu d’AS, 4) d’examiner le lien entre les mauvais traitements et les événements traumatiques subis par les mères, leur détresse psychologique et leurs pratiques parentales et 5) d’évaluer la relation entre les pratiques parentales et l’adaptation psychologique des enfants de l’échantillon. Un échantillon formé de 22 enfants d’âge préscolaire victimes d’AS recrutés au Centre d’expertise Marie-Vincent (CEMV) et de 79 enfants n’ayant pas vécu un tel événement recrutés dans des Centres de la petite enfance (CPE) de milieux défavorisés de Montréal, de même que leurs mères, a participé à l’étude. La détresse psychologique des mères, les mauvais traitements subis dans leur l’enfance, les expériences traumatiques vécues avant et après 18 ans et les comportements inductifs et coercitifs ont été mesurés à l’aide de questionnaires auto-rapportés par la mère. Les mères et les éducateurs-trices de garderie ont aussi complété un questionnaire sur la symptomatologie de l’enfant. Finalement, une grille de codification des comportements parentaux a permis de mesurer les pratiques des mères et ce, lors d’une procédure d’observation. Les résultats démontrent que la grille élaborée présente des qualités psychométriques satisfaisantes. Par ailleurs, les corrélations entre les échelles principales de la grille de même que les résultats de l’analyse factorielle révèlent que le CP, le CL et le SA constituent des construits indépendants, tel que prévu. La comparaison des comportements maternels montre que les mères d’enfants victimes d’AS présentent des pratiques similaires à celles des mères dont l’enfant n’a pas subi d’AS. De plus, des liens ont été obtenus entre les expériences traumatiques et les mauvais traitements passés de la mère, sa détresse psychologique et les pratiques qu’elle adopte envers son enfant. Finalement, l’utilisation de stratégies inductives est associée marginalement à moins de troubles extériorisés chez l’enfant alors que l’utilisation de stratégies coercitives est reliée à plus de troubles intériorisés, selon l’éducateur-trice de l’enfant. Afin d’augmenter les possibilités que l’enfant se développe de façon optimale et de prévenir la transmission intergénérationnelle des mauvais traitements sexuels, il est important de comprendre le fonctionnement et les pratiques parentales des mères non-agresseurs. Les résultats de cette étude ont permis de mieux documenter la conduite des mères d’enfants victimes d’AS. Par ailleurs, des explications sont proposées concernant les facteurs distincts associés à l’utilisation d’une conduite centrée sur l’enfant (inductive) versus sur le parent (coercitive). L’identification de ceux-ci peut permettre une prévention et une intervention plus adéquate auprès de ces familles et est d’autant plus cruciale compte tenu de l’impact négatif de certaines pratiques sur l’adaptation de l’enfant, tel que démontré dans la présente recherche. / Child sexual abuse victims may present diverse adjustment problems (Beitchman et al., 1991; Briere & Elliott, 1994) that may persist into adulthood (Putnam, 2003). To promote the recovery of these children and prevent the intergenerational cycle of sexual abuse, it is important to focus on protective factors that can diminish their sequelae. Parenting practices constitute a key factor in child development and in the victims’ capacity to deal with the abuse suffered (Ullman, 2003; Yancey & Hansen, 2010). In the present study, focus was placed on parenting practices that are generally less studied, namely, psychological control (PC), limiting control (LC) and autonomy support (AS). Also, the examination of the factors associated with these practices and their impact on child development had for purpose to better understand the difficulties that these families may face so as to develop more adequate clinical interventions that are better suited for their specific needs. The objectives of this thesis were : 1) to validate a parental behavior coding system for preschool aged children, 2) to document the link between PC, LC, concept that we proposed in this study, and AS in order to clarify conceptual inconsistencies and methodological biases noted in previous studies, 3) to compare the parenting practices of mothers whose child has been sexually abused with those of mothers whose child has not been abused, 4) to examine the link between mothers’ childhood maltreatment and traumatic events, psychological distress and parenting practices and 5) to examine the relationship between parenting practices and children’s psychological adjustment. A sample composed of 22 preschool aged sexually abused children recruited at the Centre d’expertise Marie-Vincent (CEMV) and 79 non abused children recruited in Centres de la petite enfance (CPE) of disadvantaged areas of Montreal, as well as their mothers, participated in the study. Mothers’ psychological distress, childhood maltreatment, traumatic experiences before and after 18 years of age and their inductive and coercive conduct were measured using self-reported questionnaires by the mothers. Mothers and nursery educators also completed a questionnaire on the child’s symptomatology. Finally, a parental behavior coding system allowed the measurement of parenting practices during an observational procedure. Results show that the psychometric properties of the proposed rating system are satisfactory. Also, correlations between the main scales of the rating system and the results of factor analyses reveal that psychological control, limiting control and autonomy support are independent constructs, as hypothesized. The comparison of maternal behavior show that mothers of sexually abused children display similar practices as those of mothers whose child has not been sexually abused. Also, links were found between traumatic experiences and past abuse by mothers, her psychological distress and the practices displayed with her child. Finally, inductive strategies are associated with less externalized problems reported by mothers while coercive strategies are related to more externalized problems, according to the child’s educator. In order to increase the potential for a child to develop optimally and prevent the intergenerational transmission of sexual maltreatment, it is important to understand non-perpetrating mothers’ functioning and their parenting practices. The results of this study allowed to better document the conduct of mothers whose child was sexually abused. Also, explanations are proposed in regards to the different determinants obtained for child-centered (inductive) versus parent-centered (coercive) conduct. The identification of these risk factors may contribute to a more adequate prevention and intervention with these families and is even more crucial given the negative impact of some practices on the adjustment of their child, as shown in the present research.

RESUME My dissertation follows the subject of coding procedure. It focuses on the graphical coding, which naturally reveals within the child's artwork development. The dissertation aims at the transformation of 2D to 3D, vice versa. The four to five years old children are observed how they decode the three dimensional (3D) structure consisted of cubes into a two dimensional (2D) squared network. Observed children are offered various activities to prove whether they are able to accept the code, using the code to decode their own structure and finally build the structure using this code. My dissertation does not only represent an overview of commonly used symbols and methods and their records, but in particular brings interesting results and analyses of tests and comparations between individual children and kindergartens.

Anotation: This thesis deals with leisure activities of children of preschool age and children of school age and it is trying to discover their favorite activities and interests, regularly visited leisure and quantity of it. The theoretical part deals with terms as free time, family, child of preschool age and child of school age, education in free time. It also deals with overloaded children and with problems associated with overloading. The aim of this thesis is the evaluation and analysis how children of preschool age and children of school age spending their free time. Through research questions we were trying to find out how children spend their free time and how many aktivities do they have in their free time. The empirical part contains the analysis of used methods , research investigation in the kindergarten and primary school in Martin. It also includes treatment of results - Its processed in tables, graphs and written comments.

The thesis is devoted to the issue of school readiness and its diagnosis. The aim was to compare the two tests used for the testing of school readiness and to assess whether the comparatively evaluate some aspects of school readiness. In the first chapter of the theoretical part the area of development of preschool children in describe. The second chapter is devoted to major changes in the legislation of our education. The next two chapters (third and fourth) are on school readiness, enrollment in elementary and diagnostics of school maturity. The last, fifth chapter of the theoretical part, deals with immaturity and unpreparedness for entry into school. In the practical part I focused on in-house testing and evaluation of tests used. For testing, I chose two tests used to evaluate school maturity. The results of the two tests I tried using statistical methods to determine whether these tests evaluate comparatively. Key words: school readiness, school preparedness, diagnostics of school readiness, child of preschool age, preschool education, postponement of school attendance, school immaturity