The main topic of the Master's thesis are the possibilities of development of communication abilities during the preschool age through extracurricular activities. The research study is qualitative and its goal is to determine the effect of group speech therapy sessions on the communication abilities of children attending a mainstream preschool. The Master's thesis is divided into two parts - a theoretical and a practical part. The theoretical part provides basic information about the overall development of children from the time of birth until reaching school age. It describes the development of children's motor skills, the development of sensory perception (visual and auditory perception) and the development of communication abilities. Each part also contains information about the possibilities of stimulating the individual areas of development. The theoretical part also defines and describes impaired communication ability. The thesis deals in more detail with the types of impaired communication ability which occur frequently in population. Based on the research study, a description of impaired communication ability in hearing-impaired people is provided. The practical part consists of a qualitative research study. The goal of the study is to determine whether group speech therapy sessions affect...

The diploma work focuses on the beginnins and historical development of elementary education in the village of Volduchy since the end of 18th century until 1965. It summarizes and analyzes available regional sources. The first chapter is about the history of Volduchy. Next chapters follow the changes in pedagogical staff, number of pupils, denomination, organisation of education, extracurricular activities, numerous celebrations, significant events, teaching collections as well as the use of the school building. The diploma work also focuses on the influence of historical events and political changes on education.

The purpose of this study was to explore and describe the relationship between top academic achievement in Grade 12 and certain characteristics of career adaptability. The career construction theory and the counselling model for life designing constituted the theoretical framework for the study. This research study of limited scope was conducted according to an interpretivist metatheoretical paradigm. I followed a qualitative methodological paradigm based on a case study design. Purposive sampling was used to select participants according to their top academic achievement. A very important factor in all case studies is the collection of data from multiple sources. Therefore, data collection methods included the Career Adapt-Abilities Inventory, individual interviews, life line and life story. A deductive style of analysis was used to identify themes (concern, control, curiosity, confidence). Inductive analysis was used to identify subthemes. Based on the findings of the study the salient aspects of career adaptability were established as being concern, control, curiosity and confidence. The importance of career adaptability when negotiating change was demonstrated by participants in their orientation and preparation for the future, making decisions after careful planning and exploration, and seeking information, as well as having confidence in their own ability and choices. Finally the findings of my research study suggest a significant relationship between Grade 12 top academic achievement and certain characteristics of career adaptability. Additionally findings suggest that other variables such as participation in extracurricular activities, gender, race and socioeconomic circumstances should not be excluded and therefore need to be investigated further. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted

Denna studie behandlar det breda och komplexa området exkludering på fritidshemmet. Syftet med denna studie är att undersöka hur fritidslärare uppfattar att exkludering sker på fritidshemmet och belysa vilka metoder fritidslärare använder för att motverka exkludering. Detta är en kvalitativ studie där semistrukturerade intervjuer använts som forskningsverktyg. Studiens resultat visar att fritidslärarnas uppfattning är att exkludering sker mellan elever  under fria aktiviteter och lekar. Elever som har gemensamma intressen kan exkludera andra elever som inte har liknande intressen och som inte passar in i gruppen. Vidare är fritidslärarnas uppfattning att styrda aktiviteter kan motverka exkludering eftersom elever får samma förutsättningar att delta i aktiviteter och lekar. Fritidslärarna finns där för att styra och säkerställa så att inga elever känner sig utanför. Exempel på metoder som fritidslärarna brukar använda för att motverka exkludering är att läsa av situationer och ingripa om det behövs, ta en diskussion med elever och förklara hur den utsatta eleven känner sig, samt planera styrda lekar vilket ger fritidslärarna möjlighet att påverka elevernas deltagande. / This study addresses the broad and complex area of ​​exclusion at the leisure time centre. The purpose of this study is to investigate how leisure teachers perceive that exclusion takes place in the leisure time centre and what methods leisure teachers use to prevent exclusion. This is a qualitative study where semi-structured interviews were used as research tools. The study's results show that the leisure teachers' perception is that exclusion takes place between pupils during extracurricular activities and games. Pupils who share common interests may exclude other pupils who do not have similar interests and who do not fit into the group. Furthermore, the leisure teachers' view is that controlled activities can counteract exclusion because pupils are given the same conditions to participate in activities and games. The leisure teachers are there to guide and ensure that no pupils feel outside. Examples of methods that leisure teachers usually use to prevent exclusion are reading situations and intervening if necessary, discussing with pupils and explaining how the vulnerable pupil feels, and planning controlled activities that allow leisure teachers to influence pupil participation.

This diploma thesis Social Capital in Adulthood: Socialization Influences of Family Environment inquired into relation between environment in childhood and social capital in adulthood. At the very first part social capital was delimited according to Coleman's and Bourdieu's conceptualization. Selected characteristics of socialization environment were susequently described with emphasis on discerning of primary and secondary 5 socialization. In empirical part of the text parenting styles and joint activities of parents and children were operationalized. Five indicators of social capital in adulthood were subsequently prepared distinguishing its structural and cultural components. At the concluding part of the text five models of relations were built. As explaining variables were used family social capital, extracurricular activities and years of education. As explained variables were used five measured indicators of social capital: size of weak tie network, highest reachability of socioeconomic status, heterogeneity in the network of three closest friends. In cultural dimension of social capital were modelled influences on trust and tolerance. Analyses presented in empirical part of the text were created using data which came from sociological research Distinction and Values 2008 (SOÚ AV ČR, v.v.i.).

The purpose of the study was to identify which factors are most closely related to academic success during the freshman year for low socioeconomic students in one urban high school. This was an ex post facto study conducted in one urban high school in East Tennessee. The subjects were students enrolled in the 9th grade during the 2005-2006 and 2006-2007 academic school years. Low socioeconomic students were divided into 2 groups based on academic performance during their freshman year of high school. Students with GPAs of 2.5 or higher were classified as higher performing, low socioeconomic status (HLSES). Students with GPAs of 2.4 or lower were considered lower performing, low socioeconomic status (LLSES). The higher achieving group contained 85 students; the lower achieving group had 292 students. Relationships between 9 predictor variables (ethnicity, gender, involvement in extra curricular activities, scores on 7th grade TCAP reading-language arts and mathematics tests, number of out of school suspension days, literacy scores, mobility rates, and attendance) were examined across the 2 groups. Chi-square tests were conducted to compare the 2 groups with regard to involvement in extracurricular activities, gender, and ethnicity. All remaining quantitative predictor variables were compared using independent t tests. Two sets of multiple regressions were conducted, 1 for the higher performing group and 1 for the lower performing group, to determine which of the predictor variables had the strongest relationship to students' GPAs. From the higher performing group, 10 students were interviewed to uncover the factors they credited as having the biggest impact on their academic success during their freshman year. Significance was found for 8 of the 9 predictor variables. Student mobility was the only non-significant factor between the groups. None of the variables had a significant relationship to the higher performing groups' GPA. Four variables, gender, number of suspension days, number of days absent, and involvement in extracurricular activities were significantly related to students' GPA in the lower performing group. Self-discipline, determination, and guidance from an adult to help them stay focused were the main factors cited for academic success by students during their freshman year.

Citizenship - commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.

Актуальность исследования обусловлена необходимостью изучения региональной культуры, позволяющей повысить эффективность преподавания русского языка как иностранного, увеличить мотивацию обучающихся; используемый креативный подход с учетом принципов речевой деятельности помогает при решении коммуникативных задач, с которыми студент встречается в повседневной жизни. Предлагаемый проект учебно-методического пособия отвечает требованиям эффективности образовательных программ в преподавании РКИ. Цель научного исследования заключается в создании учебно-методической разработки по РКИ для иностранных студентов, имеющих уровень русского языка А2-В1(базовый и первый сертификационные уровни). Объектом исследования является методический аспект изучения региональной культуры. Предметом исследования является система методических заданий и упражнений, способствующих развитию видов речевой деятельности. Для достижения поставленной цели были сформулированы следующие задачи исследования: изучить теоретико-методологические основы обучения разных видов речевой деятельности; выявить наиболее информативные культурно-просветительские места Екатеринбурга для создания учебно-методической разработки на их основе; разработать систему поэтапной работы по изучению региональной культуры в иностранной аудитории на основе изученного теоретического материала при внеаудиторных занятиях; создать учебно-методическую разработку, направленную на формирование лингворегионоведческих компетенций у студентов, изучающих русский язык как иностранный уровня А2-B1 (базовый и первый сертификационные уровни) на основе площадок Свердловского областного краеведческого музея им. О.Е. Клера, ЕМИИ, дома-музея П.П. Бажова. В процессе решения поставленных задач были сделаны следующие основные выводы: максимального эффекта в обучении иностранному языку можно добиться лишь при совокупном использовании видов речевой деятельности на уроке с учетом языкового уровня студентов; установлены основные функциональные особенности лингвострановедения и лингворегионоведения: повышение мотивации у обучающихся, развитие и совершенствование коммуникативной, лингвокультурологической и социокультурной компетенции; выявлено значение этих дисциплин в процессе преподавания и обучения РКИ — через изучение лингвострановедения и лингворегионоведения происходит снятие культурных и языковых трудностей, с которыми может встретиться студент в процессе обучения; создание учебно-методических разработок, основанных на материале музейных институций Екатеринбурга, расширяет культурный кругозор студента; формат проведения внеаудиторных занятий в виде уроков-экскурсий повышает мотивацию обучения студента, помогает в полной мере представить языковую картину мира, облегчает процесс адаптации обучающегося в новой языковой среде. / The relevance of the study is due to the need to study the regional culture, which makes it possible to increase the effectiveness of teaching Russian as a foreign language, to increase the motivation of students; the creative approach used, taking into account the principles of speech activity, helps in solving communicative problems that the student encounters in everyday life. The proposed draft teaching aid meets the requirements for the effectiveness of educational programs in teaching Russian as a foreign language. The purpose of the scientific research is to create an educational and methodological development on Russian as a foreign language for foreign students with the level of the Russian language A2-B1 (basic and first certification levels). The object of the study is the methodological aspect of the study of regional culture. The subject of the study is a system of methodological tasks and exercises that contribute to the development of types of speech activity. To achieve this goal, the following research objectives were formulated: to study the theoretical and methodological foundations of teaching different types of speech activity; identify the most informative cultural and educational places in Yekaterinburg to create an educational and methodological development based on them; develop a system of phased work on the study of regional culture in a foreign audience based on the studied theoretical material in extracurricular activities; to create an educational and methodological development aimed at the formation of linguistic and regional competences of students studying Russian as a foreign language at the A2-B1 level (basic and first certification levels) on the basis of the sites of the Sverdlovsk Regional Museum of Local Lore. O.E. Clair, EMII, house-museum of P.P. Bazhov. In the process of solving the tasks set, the following main conclusions were drawn: the maximum effect in teaching a foreign language can be achieved only with the combined use of types of speech activity in the lesson, taking into account the language level of students; the main functional features of linguo-cultural and linguo-regional studies have been established: increasing the motivation of students, developing and improving communicative, linguo-culturological and socio-cultural competence; the significance of these disciplines in the process of teaching and learning Russian as a foreign language is revealed - through the study of linguistic and regional studies and linguistic and regional studies, the removal of cultural and linguistic difficulties that a student may encounter in the learning process takes place; the creation of educational and methodological developments based on the material of the museum institutions of Yekaterinburg, expands the cultural horizons of the student; the format of extracurricular activities in the form of excursion lessons increases the student's learning motivation, helps to fully present the linguistic picture of the world, and facilitates the student's adaptation process in a new language environment.

No description available.

No description available.