My dissertation is mainly targeted to all street dance lectors and teachers but is also for another people who are concerned about street dance education. Dissertation is writting about a street style history and is focused on creation of my own methodology proposal for an education of this style. Kids are really enjoying a lessons of street dance and the kind and level of this emjoyment is done by their age and level of performance.

Developmental scientists have become increasingly interested in the relationship between cumulative demographic risk and developmental outcomes. Risk has been defined as “a process that serves to increase the chances of experiencing a negative outcome in one or several domains of functioning…” (Popp, Spinrad, & Smith, 2008). Cumulative risk models are often preferred over single risk models because individual risk factors such as poverty and single parenthood are so highly correlated. Although researchers have demonstrated strong associations between cumulative risk and a variety of child outcomes, to our knowledge only Popp et al. have investigated links with child temperament, with a specific focus on infancy. In the present study we investigate links between cumulative and single risk indices and child temperament in 4- to 6-year-olds. Unlike other studies, we also consider rural status as an possible risk indicator. Data were collected in two types of setting: a university-affiliated child-care facility (N = 33, about 52% girls) and a group of rural, county-funded preschools and kindergartens (N = 21, about 62% girls). Mean age across the two samples was 4.57 years (SD = 1.11 years). A cumulative risk index was created by summing across eight risk indicators based on 1) income, 2) marital status, 3) ethnicity/race, 4) family size, 5) maternal education, 6) maternal age at birth, 7) maternal occupational status, and 8) rurality status. Risk factors were dichotomized (1 vs 0) based on whether the family met a specific risk criterion (Table 1). Temperament was measured via mother report using the Child Behavior Questionnaire, which produced three overarching temperament scores: surgency, negative affectivity, and effortful control. In terms of cumulative risk scores, 16 (30%) of the mothers had zero risk indicators, 14 (26%) had one, 8 (15%) had two, 9 (17%) had three, 4 (8%) had four, and 2 (4%) had five. No cumulative risk score exceeded five. Mean cumulative risk was 1.64 (SD = 1.51). As shown in Table 2, greater cumulative risk was associated with higher scores on surgency and negative affectivity but not effortful control. The most strongly associated individual risk factors were household income and rurality status, which were also strongly related to one other [r(53) = .61, p = .000]. Regression analyses revealed that rurality accounted for unique variance over and above income in both surgency (R2 = .20, p = .000) and negative affect (R2 = .42, p = .000), but not vice versa. These results support the contention that cumulative demographic risk is linked to at least two superdimensions of temperament in early school age, wherein a driving factor appears to be a child’s rurality status. Moreover, the valence of these associations is consistent with the notion that greater demographic risk may lead to negative temperament outcomes. Both negative affectivity and surgency (at least to the extent that surgency indexes activity level and impulsive behavior) are characteristics that many would regard as contributing to temperamental difficulty. This link is notable because many researchers regard temperamental difficulty as a risk indicator for negative developmental outcomes in its own right. Fifty-six children (26 boys) visited the lab at M = 18.3 months (SD = 0.43 months). The Early Childhood Behavior Questionnaire (ECBQ; Putnam et al., 2006) superdimension of effortful control was used as a surrogate measure of early executive function. To measure child activity level, we used the mother-reported activity level subdimension from the ECBQ, and also coded mother-child free play periods to quantify children’s predilection to use physical activity in the service of social or cognitive objectives, such as grasping a spoon and extending the arm outwards to feed a baby doll, which we termed sociocognitive activity. To measure sociocognitive activity we used a modified version of Tamis-LeMonda and Bornstein’s (1990) play competence scale wherein each instance of sociocognitive activity was noted and summed for a total score of sociocognitive activity level (See Table 1). Finally, to gauge maternal encouragement, a modified version of the Dyadic Parent Child Interaction Coding System (DPICS; Eyeberg, Nelson, Duke, & Boggs, 2005) was used to identify maternal commands, praise, questions, physical involvement, talking, touching, and scaffolding behaviors during mother-child free play sessions. Zero-order correlations revealed a significant negative relationship between mother-reported activity level and child executive function (r = -.42, p < 0.01), replicating previous findings. However, correlations between sociocognitive activity and executive function, while positive, was not significant. We conducted moderation analyses separately for each maternal encouragement variable, and found that a higher amount of maternal questioning during play corresponded to a positive association between sociocognitive activity and executive functioning (moderator = 1.00, p < 0.05). These findings partially support our hypotheses and suggest that the ways in which caregivers direct and train activity during play through questioning strategies may also direct and train cognitive functioning. However, further research is needed to support these claims. These results also point toward issues with the measurement of activity level, as our two measures of activity produced significantly different correlations with executive functioning (z = -3.4, p < 0.01). Future research in the area of motor development as it pertains to cognitive functioning should investigate and develop a standard measure of motor activity that is capable of capturing not only simple milestone achievement and intensity levels, but also the amount of sociocognitive engagement during physical activity.

Title: The Problematics of musicality in aesthetic-coordination sports Objectives:. This thesis deals with the problematics of musicality in conjunction with aesthetic-coordination sports, particularly acrobatic rock and roll, Latin American dances and modern gymnastics. The aim is to determine the level of musicality in active individuals operating in these sports sectors and compare these results. Method: The research was made by using standardized test of musicality by Arnold Bentley. The research group consists of competitors of early school age in acrobatic rock and roll (10), Latin American dances (10) and modern gymnastics (10). The results are interpreted by using the tables of frequency and bar graphs through a functions in Excel. Results: The Ranking aesthetic-coordination sports by success in the test musicality by Arnold Bentley is folowing: 1) Acrobatic rock and roll (58,1%), 2) Latin American dances (56,5%), 3) modern gymnastics (55,5%). Keywords: acrobatic rock and roll, music-movement relationships, Latin American dances, early school age, modern gymnastics

My thesis deals with the issue of movement abilities. It examines a mutual relation and compares levels of movement abilities in and out of water within physical education at primary school. It addresses the question of influencing movement abilities in and out of water and determines whether the level of selected movement abilities out of water corresponds with the level of movement abilities of a similar character in the water. Furthermore, the thesis verifies whether boys and girls of early school age have the same level of movement abilities.

My thesis paper is focused on children swimming from their birth to early school age. The pivotal part of the paper is the comparison of swimming abilities between primary school children who have passed pre-school swimming training and those who have had no training at all. Theoretical framework of the paper is then focused on general swimming theory, characteristics of children's evolutionary stages within the context of swimming and definition of basic swimming skills.

This thesis deals with artworks of early school-age children attending primary schools at present. It is focused on ontogenetic model of art expression according to Victor Lowenfeld and artwork of early school-age children. The work is divided into theoretical and practical part. The theoretical part is dedicated to ontogenesis of children's artistic expression according to C. Brunt, G. H. Luquet and especially V. Lowenfeld. There are also findings about development of related parts of personality (cognitive, emotional, social) with particular focus on early school age. The practical part deals with formal artwork analysis of pupils from the first to the sixth grade of primary school. This artistic creation is compared with ontogenetic model by V. Lowenfeld and the aim of this work is to find out whether the artistic expression of younger pupils corresponds with ontogenetic model described by V. Lowenfeld.

Title: Evaluation of selected aids used in tennis training for children of early school age Objectives: The main goal of this thesis is to assess the efficiency of gathered tennis aids used in tennis training for children of early school age (6-11 years). Methods: The selected methods for achieving the established goals are research of available literature and sources and their consequent analysis and synthesis. Results: A well-arranged description, classification and efficiency evaluation of tennis aids were created in this thesis based on the examination of available sources related to tennis A process of putting aids into the training plan according to the relevant principles was introduced. The result of this work is a classification of the selected tennis aids to aids for beginners, intermediate and advanced users based on their usage. The main criteria for putting the aids into training are age and sport level. It mostly depends on the experience of the trainer to put the aids in the training unit according to the sport training rules appropriately. Methods created based on the research of available literature are justified and analyzed in detail in the analytic- descriptive part of this work and its conclusion. Keywords: tennis, aids, aids classification, aids efficiency, early school age,...

This diploma thesis focuses on the usage of digital technologies by children of early school age (1st to 3rd grade of elementary school). The aim of the thesis is to map in detail the use of screens in children aged 6-9 years and determine the age that would be suitable for the implementation of prevention programs aimed at the healthy use of technologies by children. The research is interested in how much time the children of a given age spend using electronic screens and what type of screens they usually use, what activities they do on the device, how the use differs between boys and girls and whether there are differences in use by children among the first three grades of primary school. The chosen research design is a cross-sectional questionnaire survey in an online form intended for parents. The results of the research showed that the amount of screen time increased with the age of the child and a larger increase was observed mainly in children in the 3rd grade of primary school. Most often, children spend time on mobile devices (smartphone or tablet) and watching TV. We also noticed a slight increase in the use of game consoles for boys in the 3rd grade of primary school, while girls use these devices hardly ever. Thus, prevention programs and education on the safe use and the risks...

This thesis deals with the issue of speech therapy for children of early school age with the cochlear implant. General knowledge about hearing impairment and the possibility of compensation, different types of cochlear implants and especially about the specifics and methodology of following speech therapy are summarized in the theoretical part of the thesis. The practical part consists of research, realized through questionnaires. The research deals with the current situation of speech therapy for children of early school age with a cochlear implant, with a special focus on post-implantation rehabilitation and its complexity. The result of the research demonstrates the complexity of speech therapy only in some speech therapy workplaces. The result of the research also demonstrates that speech therapy is highly individual and depends completely on specific situation and personality and communication skills of each child with a cochlear implant. KEYWORDS Hearing impairment, cochlear implant, cochlear implantation, child with a cochlear implant, early school age, rehabilitation, hearing and speech developement, speech therapy.

The thesis deals with the developmental period of preschool-aged and early school- aged children and their drawing of a figure. The theoretical part describes the children's development at this time and also their developmental oddities and determinants that influence the development. It follows up the children's drawing, its developmental stages and especially the drawing of a human figure. The practical part focuses on the drawing of a human figure created by children in kindergartens and elementary schools. It's divided into two stages. At the first stage there is the drawing evaluated according to the Draw-a-person Test written in 1982 by J. Šturm and M. Vágnerová. The discovered values are interpreted from the qualitative and quantitative point of view. The attention is paid to remarkable events at the second stage. The practical part validates or disproves given hypotheses. The whole dissertation, its contribution to research and use for pedagogical workers are summarized in the conclusion. Key words: Preschool-age, early school-age, children's development, development of a drawing, drawing of a human figure, draw-a-person test, evaluation, case study