Disertacijos tema: Vaikų, turinčių įgimtą vienpusį visišką lūpos, alveolinės ataugos ir gomurio nesuaugimą, viršutinio žandikaulio raidos ypatumai (nuo gimimo iki 5-erių metų amžiaus Raktinių žodžių grupės: įgimtas vienpusis visiškas lūpos, alveolinės ataugos ir gomurio nesuaugimas, viršutinio žandikaulio raida nuo gimimo iki 5-erių metų amžiaus, nesuaugimo sunkis, lūpos plastinė operacija, gomurio plastinė operacija, viršutinio žandikaulio modeliai, sąkandis. Disertacijos objektai: pacientų, turinčių įgimtą vienpusį visišką lūpos, alveolinės ataugos ir gomurio nesuaugimą viršutinio žandikaulio modeliai. Tyrimai: Darbe ištirti Vilniaus universiteto ligoninės Žalgirio klinikoje (VULŽK) 2000-2009 metais gydyti 48 pacientai, turintys įgimtą vienpusį visišką lūpos, alveolinės ataugos ir gomurio nesuaugimą. Tirtiems pacientams lūpos plastinė operacija buvo atlikta 3 mėnesių amžiaus, gomurio plastinė operacija 18 mėnesių amžiaus. Tyrimui naudoti tų pačių pacientų 3 bei 18 mėnesių amžiaus viršutinio žandikaulio modeliai ir 5-erių metų amžiaus viršutinio ir apatinio žandikaulių modeliai. Tyrime įvertinta linijinių ir kampinių žandikaulio matmenų pokyčiai ir nustatytas nesuaugimo sunkumo ryšys su viršutinio žandikaulio matmenimis ir 5-erių metų pacientų sakandžiu. Disertacijos išvadose konstatuojama kaip keičiasi viršutinio žandikaulio matmenys ir forma po lūpos ir gomurio plastinių operacijų. Pateikti turinčių įgimtą vienpusį visišką lūpos, alveolinės ataugos ir gomurio nesuaugimą... [toliau žr. visą tekstą] / Subject of dissertation: The development of maxilla in children with congenital unilateral complete cleft lip, alveolus and palate ( from birth till 5 years of age) Key words groups: congenital unilateral total cleft lip, alveolus and palate, development of maxilla from birth till 5 years of age, cleft severity, lip surgery, palate surgery, maxillary dental casts, occlusion. Objects of dissertation: maxillary dental cast of patients with congenital unilateral complete cleft lip, alveolus and palate Research: The study examined 48 patients with congenital unilateral total cleft lip, alveolus and palate treated at the Žalgiris Clinic of Vilnius University Hospital in the period of 2000-2009. In examined patients lip surgery was performed at 3 months and palate surgery at 18 months of age. The study employed maxillary dental casts at 3 and 18 months of age and upper jaw and lower jaw dental casts at 5 years of age in the same patients. In our research we evaluated changes of maxillary linear and angular measurements and relationship between cleft severity and maxillary linear and angular measurements and occlusion at 5 years. Conclusions: During the study, changes in maxillary measurements in patients with congenital unilateral complete cleft lip, alveolus and palate after lip and palate surgery were analysed. Statistically reliable differences in measurements of maxillary measurements of five-year-old patients with congenital unilateral complete cleft lip, alveolus and palate... [to full text]

Subject of dissertation: The development of maxilla in children with congenital unilateral complete cleft lip, alveolus and palate ( from birth till 5 years of age) Key words groups: congenital unilateral total cleft lip, alveolus and palate, development of maxilla from birth till 5 years of age, cleft severity, lip surgery, palate surgery, maxillary dental casts, occlusion. Objects of dissertation: maxillary dental cast of patients with congenital unilateral complete cleft lip, alveolus and palate Research: The study examined 48 patients with congenital unilateral total cleft lip, alveolus and palate treated at the Žalgiris Clinic of Vilnius University Hospital in the period of 2000-2009. In examined patients lip surgery was performed at 3 months and palate surgery at 18 months of age. The study employed maxillary dental casts at 3 and 18 months of age and upper jaw and lower jaw dental casts at 5 years of age in the same patients. In our research we evaluated changes of maxillary linear and angular measurements and relationship between cleft severity and maxillary linear and angular measurements and occlusion at 5 years. Conclusions: During the study, changes in maxillary measurements in patients with congenital unilateral complete cleft lip, alveolus and palate after lip and palate surgery were analysed. Statistically reliable differences in measurements of maxillary measurements of five-year-old patients with congenital unilateral complete cleft lip, alveolus and... [to full text] / Disertacijos tema: Vaikų, turinčių įgimtą vienpusį visišką lūpos, alveolinės ataugos ir gomurio nesuaugimą, viršutinio žandikaulio raidos ypatumai (nuo gimimo iki 5-erių metų amžiaus Raktinių žodžių grupės: įgimtas vienpusis visiškas lūpos, alveolinės ataugos ir gomurio nesuaugimas, viršutinio žandikaulio raida nuo gimimo iki 5-erių metų amžiaus, nesuaugimo sunkis, lūpos plastinė operacija, gomurio plastinė operacija, viršutinio žandikaulio modeliai, sąkandis. Disertacijos objektai: pacientų, turinčių įgimtą vienpusį visišką lūpos, alveolinės ataugos ir gomurio nesuaugimą viršutinio žandikaulio modeliai. Tyrimai: Darbe ištirti Vilniaus universiteto ligoninės Žalgirio klinikoje (VULŽK) 2000-2009 metais gydyti 48 pacientai, turintys įgimtą vienpusį visišką lūpos, alveolinės ataugos ir gomurio nesuaugimą. Tirtiems pacientams lūpos plastinė operacija buvo atlikta 3 mėnesių amžiaus, gomurio plastinė operacija 18 mėnesių amžiaus. Tyrimui naudoti tų pačių pacientų 3 bei 18 mėnesių amžiaus viršutinio žandikaulio modeliai ir 5-erių metų amžiaus viršutinio ir apatinio žandikaulių modeliai. Tyrime įvertinta linijinių ir kampinių žandikaulio matmenų pokyčiai ir nustatytas nesuaugimo sunkumo ryšys su viršutinio žandikaulio matmenimis ir 5-erių metų pacientų sakandžiu. Disertacijos išvadose konstatuojama kaip keičiasi viršutinio žandikaulio matmenys ir forma po lūpos ir gomurio plastinių operacijų. Pateikti turinčių įgimtą vienpusį visišką lūpos, alveolinės ataugos ir gomurio... [toliau žr. visą tekstą]

Lietuva per paskutinius keletą metų prarado lyderės pozicijas Vakarų Europoje lyginant apmokestinamojo pelno apskaičiavimo taisykles ir pelno mokesčio tarifo dydį, tačiau iš pirmaujančių šalių grupės nepasitraukė, nenusileidžia ji ir Latvijai bei Estijai, kuriose yra sukurtos taip pat vienos patraukliausių investuotojams pelno mokesčio sistemų Europos Sąjungoje. Siekiant įvertinti šalies patrauklumą užsienio investuotojams reikia įvertinti apmokestinamojo pelno apskaičiavimo taisykles bei apžvelgti pelno mokesčio tarifą. Šio darbo objektas yra apmokestinamasis pelnas. Tikslas – išsiaiškinti apmokestinamojo pelno apskaičiavimą. Šiam tikslui pasiekti iškelti šie svarbiausi uždaviniai: 1) išnagrinėti pelno sampratą bei pateikti informaciją apie pelno valdymą; 2) išanalizuoti Lietuvos akcinių bendrovių apmokestinamojo pelno apskaičiavimą; 3) išnagrinėti ir palyginti Lietuvos, Latvijos ir Estijos apmokestinamojo pelno apskaičiavimo tvarką; Darbą sudaro 3 pagrindinės dalys. Pirmoje dalyje “Pelno samprata ir valdymas“ nagrinėjama pelno sąvoka, išskiriami neatitikimai tarp finansinio ir mokestinio pelno bei pateikiamos pelno valdymo galimybės pasirenkant apskaitos politikos priemones. Antroje dalyje „Apmokestinamojo pelno apskaičiavimas Lietuvoje“ analizuojama akcinių bendrovių apmokestinamojo pelno apskaičiavimo tvarka, pateikiamos neapmokestinamosios pajamos, neleidžiami ir ribojamų dydžių leidžiami atskaitymai. Nagrinėjami galimi pelno mokesčio sumažinimo būdai bei metinė pelno... [toliau žr. visą tekstą] / Lithuania during several recent years has lost its leading position in Western Europe compared to calculation of taxable profit rules and income tax rate, but it is still one of leading countries, it keep up with Latvia and Estonia where also are developed one of the most attractive income tax systems in the European Union. In order to evaluate country’s attractiveness to foreign investors we need to evaluate calculation of taxable profit rules and review corporate income tax rate. The subject of this investigation is taxable profit. Purpose is to find out calculation of taxable profit rules. There are main tasks to achieve the purpose: 1) to investigate concept of profit and to give information about profit management; 2) to analyze calculation of taxable profit of Lithuanian stock companies; 3) to consider and compare Lithuanian, Latvian and Estonian calculation of taxable profit. This paper consists of three main parts. In the first part “Concept of profit and management”, is considered the profit concept, differences between taxable and accounting profit, also there is written about profit management opportunities choosing of accounting policy tools. In the second part “Calculation of taxable profit in Lithuania” is analyzed stock companies calculation of taxable profit and is introduced non-taxable income, not allowed and limited amount allowed deductions. Also there is written possibilities of reducing income tax and about profit tax declaration as well its purpose. The... [to full text]

Cette thèse avait pour objectif d’examiner les liens longitudinaux entre les relations d’amitié et l’évolution des comportements d’agressivité physique en début de scolarisation. Guidé par les principes énoncés par les théoriciens de l’apprentissage social, de l’attachement, du développement de la personnalité et de la théorie du jugement moral, le rôle principal et modérateur de certaines dimensions spécifiques à la qualité de la relation d’amitié, ainsi que des attributs comportementaux des amis et des caractéristiques personnelles de l’enfant a été évalué. Des données provenant de l’Étude Longitudinale du Développement des Enfants du Québec (ELDEQ), de l’Étude des Jumeaux nouveau-nés du Québec (EJNQ) et de l’évaluation des effets d’un programme d’intervention dyadique ont été analysées. Les mesures utilisées dans cette thèse ont été collectées entre la maternelle et la 2e année du primaire, soit de 5 à 8 ans, directement auprès des enfants, de leurs amis, leurs pairs, leurs parents et leurs enseignants par le biais de questionnaires, d’entrevues sociométriques et de mises en situation hypothétiques. En lien avec la perspective de l’apprentissage social, les résultats ont montré que l’association à des amis agressifs en maternelle est liée à une augmentation des comportements d’agressivité physique chez l’enfant. Cependant, en lien avec les théories du développement de la personnalité et la perspective de l’attachement, le fait d’établir une relation d’amitié de bonne qualité est reliée à une diminution des comportements agressifs à travers le temps. De plus, une interaction entre la qualité de la relation et les attributs comportementaux des amis a indiqué que le risque lié à l’association à des amis agressifs est atténué dans le contexte d’une relation d’amitié de bonne qualité. Les résultats indiquent également que chez les garçons, la présence de conflits entre amis à la maternelle est associée de façon linéaire à de plus hauts niveaux de comportements agressifs, indépendamment du risque génétique de l’enfant face à cette problématique. Une interaction triple a par ailleurs révélé que le conflit n’était pas lié à une augmentation de l’agressivité physique dans le contexte d’une relation d’amitié caractérisée par l’affect positif et une bonne capacité à régler les conflits. Enfin, les résultats ont montré un effet indirect d’une intervention dyadique sur la diminution des comportements d’agressivité physique, qui opère à travers l’amélioration de la capacité des amis à régler leurs conflits. Ces résultats appuient le rôle bénéfique de la qualité de la relation d’amitié sur l’évolution des manifestations de comportements d’agressivité physique et suggèrent que cet aspect relationnel soit pris en compte dans les programmes de prévention des conduites agressives. En somme, la mise en évidence d’associations et d’interactions significatives entre la qualité des relations d’amitié, les attributs comportementaux des amis et les manifestations de comportements d’agressivité physique en début de scolarisation suggère que certains aspects et dimensions relationnelles positives peuvent être bénéfiques au développement des enfants agressifs. La prévention du maintien et de l’aggravation des conduites agressives par l’entremise de l’amélioration de la qualité des relations d’amitié représente une avenue prometteuse. / The aim of the present dissertation was to investigate the prospective links between friendship relationships and physical aggression development during the early school years. Within a theoretical framework based on social learning, personality, attachment and socioconstructivist theories, we examined the unique and combined role of various dimensions of friendship quality, friends’ behavioral characteristics and child’s pre-existing vulnerabilities in regard to the persistence of young children’s physical aggression. Data from the Quebec Longitudinal Study of Child Development (QLSCD), from the Quebec Newborn Twin Study (QNTS) and from an efficacity test through a dyadic intervention program were used. Measures in this dissertation were collected from kindergarten to grade 2, when the children were aged from 5 to 8 years old, with the children themselves, their friends, their classmates, their parents, as well as their teachers, through various questionnaires, a peer evaluation procedure and hypothetical scenarios. In line with the social learning perspective, friends’ aggression was linked to a significant increase in children’s physical aggression. However, in line with the social bonding perspective, a good friendship quality played both a compensatory and a protective role, by respectively reducing children’s initial level of physical aggression and by mitigating the associations between friends’ and children’s physical aggression. Results also show that friendship conflict was associated to a linear increase with boys’ but not with girls’ physical aggression over time. Shared positive affect and conflict resolution skills were found to mitigate the prospective association between friendship conflict and children’s physical aggression. These results were independent of children’s sex and genetic risk for physical aggression. No interaction effects were found between the friendship dimensions and genetic risk for aggression, suggesting that children are equally affected independently from their genetic liability. Results showed an indirect effect of the dyadic intervention on decreasing levels of physical aggression through the improvement of one specific feature of friendship quality: conflict resolution. These results support the causal role of friendship quality on the developmental course of physical aggression and point to the inclusion of this relational aspect in prevention programs targeting young aggressive children. Overall, the main and moderating effect found between friendship quality, friend’s aggression and child personal characteristics bring both theoretical and practical implications. Indeed, these results suggest that fostering a positive relationship between friends in the early school years may decrease physical aggression even if the friends are aggressive. Besides, high friendship quality may also buffer against the risk associated with experiencing conflict. These findings underscored the importance of taking into account the relational characteristics, such as conflict resolution and positive affect, in order to better understand the impact of friendship relationships on children’s physical aggression development.

La recherche aborde l’univers des savoirs enseignants depuis la perspective des professionnels qui travaillent en éducation préscolaire au Costa Rica et qui base la problématique dans les savoirs qui conforment la base de leur travail pendant l’attention et l’éducation des enfants de moins de trois ans d’âge. Ceci étant, le but général se centre dans l’identification, selon les enseignants eux-mêmes, les savoirs requis pour l’exercice enseignant, se centrant en: (a) les sources d’acquisition des savoirs enseignants, (b) la perception que les enseignants en éducation préscolaire possèdent de la population de 0 à 3 ans, ainsi que des savoirs qui ont besoin d’avoir une action et (c) analyser la façon dont les enseignants mobilisent les savoirs dans l’exercice de leur profession. Il s’agit d’une recherche qualitative de contact compréhensif qui a pour but de trouver des données avec la prétention de construire et de reconstruire leurs significations. Le contexte de la recherche a eu lieu au Costa Rica. Pour cela, on a eu la participation de 23 enseignants qui ont accompli avec les critères établis, comme, par exemple, le fait d’avoir une formation universitaire, posséder de l’expérience de travail et de travailler dans le système scolaire, aussi bien public que privé de l’éducation. Comme outils méthodologiques on a utilisé l’entretien semi-structuré et l’instruction au sosie. Tous les participants ont répondu sous leur consentement libre agréé par le Comité d’Étique de l’Université de Montréal. Les données sont passées par un processus d’analyse qui a eu le soutien du software QdaMiner et la composition d’étapes de création d’un système de classification et d’organisation initial des données, lecture générale des entretiens et signalisation de catégories préliminaires, ainsi que comme par la création de tableaux de codification finale. Les résultats peuvent être vus selon trois axes: (1) Sources d’acquisition des savoirs, qui contemple ceux en provenance de leur histoire de vie personnelle, ceux de la formation initial et continue et ceux offerts par l’expérience de travail avec les enfants de moins de trois ans; (2) Savoirs nécessaires pour travailler avec des enfants de 0 à 3 ans, se dérivant plusieurs types de savoir qui comprennent le vécu personnel et le vécu professionnel; les savoirs disciplinaires de disciplines sur le développement de l’enfant, les connaissances sur les théories d’apprentissage les diverses disciplines analogues à l’éducation; les savoirs pédagogiques dérivés de l’expérience, en rapport avec l’ébauche des propositions, l’enseignement, la méthodologie et l’évaluation des enfants; savoirs gérer leur travail sachant les caractéristiques que celui-ci possède, la routine et les relations avec la famille; finalement (3) Mobilisation des savoirs dans leur pratique pédagogique, centré dans les savoirs construis, reformulés et appris au jour le jour de leur travail enseignant. Ces trois axes sont composés par des sous-catégories et après leur présentation et discussion il a été possible de noter que les savoirs sont acquis en contact et en interaction fournis par les différents espaces de déroulement avec les autres, comme par exemple, celui de la formation professionnelle et l’action enseignante. Étant que la plus grande valoration des sources a été fournie dans la pratique professionnelle et dans l’expérience de l’exercice de l’enseignement dans la salle de classe, ce qui permet des reformulations, de modifications et de perceptions d’enseignement/apprentissage. Les participants enregistrent une large gamme de savoirs qui pointent vers une complexité dans leur exercice professionnel qu’ils ont une grande répercussion dans le développement éducatif des garçons et des filles. Plus largement, les savoirs de ces enseignants sont fortement relationnés au contexte de travail et sont constamment soumis à la vérification, à la réflexion et à la modification, à cause de la mobilité dans la pratique pédagogique. En plus, il a été possible d’identifier les failles, lacunes, critiques et besoins que les participants ont mentionnés comme essentiels pour être repensés, en ce qui concerne le processus formatif initial et continu, ainsi que le matériel d’appui curriculaire et aux conditions de travail. De cette manière, on conclue que l’analyse a répondu aux objectifs proposés et en plus on le situe comme une contribution pour réfléchir sur les améliorations dans la formation des enseignants qui travaillent dans l’éducation préscolaire, étant l’insertion de la thématique des savoirs adéquate pour le processus de réflexion sur les pratiques professionnelles. / This research approaches the universe of the teaching knowledge from the perspective of the professionals who work in Preschool Education in Costa Rica. Its object of study is the problem of the knowledge foundation which is the basis of their work during the care and education of children below three years of age. Consequently, the general objective of the investigation is focused on the identification, according to the very same preschool teachers, of the knowledge required for teaching practice, focusing on: (a) the acquisition sources of their teaching knowledge, (b) the perception that the teachers in Preschool Education deal with the student population from 0 to 3 years, as well as the other necessary knowledge areas to be able to act and (c) to examine how the teachers move that knowledge in the exercise of their profession. This qualitative research was done from a comprehensive approach with the intention to find data and attempt to build and rebuild its meaning. The research took place in Costa Rica. Twenty three female preschool teachers who met the required criteria such as having a university degree, work experience and practice in both the private and public education sectors participated. The methodological instruments provided were a semi-structured interview and the Instructions to Sosia. All the participants answered after signing a free consent letter approved by the Ethics’ Committee of the University of Montreal. Data underwent a process of analysis supported with QdaMiner software and next came the creation of an initial classification and data organization stages, the general reading of the interview results and the assignment of preliminary categories as well as the creation of templates for the final encoding. The results can be seen according to three axes: (1) Knowledge Acquisition Sources, which contemplates those emanating from their personal life history, those from early and continuous education, and those provided by work experience with children less than 3 years of age; (2) Necessary knowledge to be able to work with infants from 0 to 3 years of age, comprising various types of knowledge which include personal and professional life; the knowledge from study disciplines regarding infant development, knowledge about learning theories and several other education-related disciplines; pedagogical knowledge derived from experience, related to educational proposal design, teaching, methodology and the evaluation of infants; work management suitable to the characteristics of the job description, its routine and relations with the family; finally (3) Moving of knowledge in their pedagogical practice, focused on built and reformulated knowledge learned throughout the daily teaching practice. These three axes are comprised by subcategories and after their introduction and discussion, it was possible to notice that knowledge is acquired through the contact and relation available in the different interactional spaces of development with the others, such as professional development and the teaching practice. The highest value from all these sources of knowledge was granted to the professional practice and the teaching experience inside the classroom, which allows the teacher to reformulate, to modify and reshape perceptions of the teaching-learning process. The participants registered a wide range of knowledge pointing towards a complexity of sources in their professional practice which transcends the vision of preschool teachers as “caretakers” and places them as professionals. This has a tremendous repercussion in the educational development of their pupils. In general, teachers´ knowledge is strongly linked with the job context and it is a constant subject to be tested, reflected upon and modified, due to the movement of knowledge in their pedagogical practice. In addition, it is possible to identify the failures, knowledge blanks, targets of criticism and needs that the participants mentioned as key aspects to reflect upon, the relationship between the early and the continuous educational background, just as with the curricular support material and the work conditions. In this way, it is concluded that the research satisfied the set objectives. In addition, it has contributed to the thinking of improvements in preschool teacher training, being a timely opportunity to insert the topic of knowledge as an area for discussion and reflection during the process of knowledge acquisition of the professional teaching practicum. / La investigación aborda el universo de los saberes docentes desde la perspectiva de los profesionales que se desempeñan en educación preescolar en Costa Rica y teniendo como problemática los saberes que conforman la base de su trabajo durante la atención y educación de la niñez menor de tres años de edad. Siendo así, el objetivo general se enfocó en identificar, de acuerdo con las propias docentes, los saberes requeridos para el ejercicio docente, enfocándose en: (a) las fuentes de adquisición de los saberes docentes, (b) la percepción que los docentes de educación preescolar poseen de la población de 0 a 3 años, como de los saberes que necesitan tener en su actuación y (c) examinar cómo los docentes movilizan los saberes en el ejercicio de su profesión. Se trata de una investigación cualitativa de abordaje comprensivo que tiene la intención de encontrar datos con la pretensión de construir y reconstruir sus significados. El contexto de la investigación se dio en Costa Rica. Participaron 23 docentes que cumplieron con los criterios establecidos, como por ejemplo tener formación universitaria, poseer experiencia laboral y trabajar en el sistema tanto público como privado de educación. Como instrumentos metodológicos se utilizaron la entrevista semiestructurada y la instrucción al sosia. Todas las participantes respondieron bajo consentimiento libre aprobado por el Comité de Ética de la Universidad de Montréal. Los datos pasaron por un proceso de análisis que contó con el apoyo del software QdaMiner y la composición de etapas de creación de un sistema de clasificación y organización inicial de los datos, lectura general de las entrevistas y señalización de categorías preliminares, así como la creación de plantillas de codificación final. Los resultados pueden ser vistos de acuerdo con tres ejes: (1) Fuentes de adquisición de los saberes, que contempla los provenientes de su historia de vida personal, los de la formación inicial y continua y los brindados por la experiencia laboral con la niñez menor de tres años; (2) Saberes necesarios para trabajar con infantes de 0 a 3 años de edad, derivando varios tipos de saber que incluyen lo personal y profesional; los saberes disciplinares sobre el desarrollo del infante, los conocimientos sobre teorías de aprendizaje y diversas disciplinas afines a la educación; los saberes pedagógicos derivados de la experiencia, relacionados con el diseño de propuestas, la enseñanza, la metodología y la evaluación de infantes; saber gestionar su trabajo sabiendo las características que este posee, la rutina y las relaciones con la familia; finalmente (3) Movilización de los saberes en su práctica pedagógica, enfocado en los saberes construidos, reformulados y aprendidos en lo cotidiano del ejercicio de la docencia. Estos tres ejes están compuestos por subcategorías y después de su presentación y discusión fue posible notar que los saberes son adquiridos en contacto e interacción proporcionada por los diferentes espacios de desenvolvimiento con los otros, como lo es la formación profesional y la actuación docente. Siendo que la mayor valorización de las fuentes de saber fue otorgada en la práctica profesional y a la experiencia del ejercicio de la docencia dentro del aula, lo que permite reformulaciones, modificaciones y percepciones de enseñanza-aprendizaje. Las participantes registran una amplia gama de saberes que apuntan hacia una complejidad en su ejercicio profesional la cual trasciende la visión de “cuidadoras” y las colocan como profesionales que tienen gran repercusión en el desarrollo educativo de los niños y las niñas. De manera general, los saberes de estas docentes están fuertemente vinculados al contexto del trabajo y son constantemente sometidos a la comprobación, reflexión y modificación, debido a la movilidad en la práctica pedagógica. Además, fue posible identificar las fallas, lagunas, críticas y necesidades que las participantes mencionaron como fundamental para ser repensadas, en lo relacionado con el proceso formativo inicial y continuo, así como el material de apoyo curricular y a las condiciones de trabajo. De esta forma, se concluye que el estudio atendió los objetivos propuestos y además se coloca como una contribución para pensar en mejoras en la formación de docentes que actúan en educación preescolar, siendo la inserción de la temática de los saberes oportuna para el proceso de reflexión sobre las prácticas profesionales.

Title: Monitoring of influence of individual segments of a teaching unit of physical education on fitness of girls from seventh grade of elementary school. Aim: The aim of the empirical part is to monitor the proportional representation of the motoric activities during the time given in the lessons of physical education of the seventh grade girls, and along with the chosen methods of testing of these individuals, to prove or disprove possible influence of the composition of the P.E. lessons on the chosen segments of their fitness. Methods: Various methods were used for testing the considered sample. These were the standardized motoric tests (intense forward bend when sitting, place-jump with legs together, endurance in a pull-up, hand grip) which investigate the chosen segments of the fitness. Another method used was the bioimpedance which measures the parameters of body composition. The data were recollected quantitatively and the results were also processed quantitatively by means of statistic parameters, such as arithmetic mean, variation span and determinative deviation. Results: From the results of the work emerged that as far as the chosen motoric activities and their influence on the chosen segments of the fitness are concerned, during the time given only the segment of flexibility in...

This thesis, which deals with the influence of the location of pre-kindergarten classes in elementary school, she devoted herself to the problems associated with this topic. And that is only 1 entry class, school readiness and related characteristics of the child in this age but also the continuity of preschool and primary education, which the most important areas, regarding the thesis topic, educational programs for preschool children organized by elementary school. One of these programs are also preschool classes located in the elementary school. And this location is the most devoted attention. This thesis explores and examines what are the positives of the location, whether they are seen as a negative. To meet the objectives of the thesis is mainly managed by teachers who have experience with children who attended classes in elementary school situated. Teachers in most expressed by children who attended the class, in the first class quickly adapt to the environment than children who attended a regular kindergarten class located in the building of a kindergarten. A few respondents expressed so that it can not yet judge, as they have with children attending preschool classes located in elementary school, little experience. Furthermore, the majority expressed a positive in this class so that it is...

The Thesis is devoted to the comparison of respecting children needs in Czech nursery schools and British nursery schools in the Czech Republic. It is concerned with the Czech statutory framework called Rámcový vzdělávací program pro předškolní vzdělávání and the British document called the Statutory Framework for the Early Years Foundation Stage. Using content analysis the work examines both the documents and determines their approaches to satisfy needs of children. The second part of the research, conducted through observation, is figuring out how needs according to the Maslow A. are met in the practise of these nurseries. The content analysis and observation is used to discern whether the practise of the nurseries corresponds with their educational program in the area of satisfying children needs.

I write about the life story of Jan Uher (1891-1942), his pedagogic influence and his pedagogic heritage in my thesis. In the biographic part I describe the background of Jan Uher's childhood, the era of his secondary and University studies, the beginning of his career as a teacher and his activities in different social organizations (e.g. Sokol, YMCA,...). I also mention his travels abroad and other employments at Universities of Prague, Brno and Bratislava. And I can't leave out his engagement in fighting against the Nazism. In the second part of my thesis I focus on Jan Uher's pedagogic heritage. I describe the situation of the Czechoslovakian education in the years of "the first republic" and the reformative efforts of its educators' generation, especially Jan Uher's concepts. I also supply the list of his work published up to 1942 and introduce his pieces: The problems of discipline, The principles of American education, Secondary student and his world and The philosophy of national education.

This thesis deals with the work with literary text by the help methods of dramatic education. The main aim is to find out possibilities and specifics for use these methods at work with 5-7 years old children and to offer lessons of dramatic education. This thesis is divided into two parts. The theoretical part deals with peculiarities of evolution and necessities of 5-7 years old children, an importance of children's game, a role of literature in children's life, methods and techniques of dramatic education and a selection of literary text. The practical part of this thesis offers six lessons of dramatic education. These lessons were be realized at nursery school and in first and second class of primary school. A part of practical work are reflexes of these lessons with particular children's groups and their mutual comparison. This part contains free suggestions of other lessons. These lessons are inspired by various literary genres for children. The results show that with such old children are especially effective these techniques: simple pantomime, association circle, alley, a range of attitudes, live images. Input activities must have clearly defined understandable rules. It is appropriate to assign specific roles and provide or suggest children descriptions of figured situations.