The diploma thesis focuses on the historical development of leisure activities in the North Bohemian town of Varnsdorf. It particularly deals with the period from 1945 to 1989 in great detail. The text also contains a chapter describing general free time issues and a brief chapter devoted to the development of leisure activities in Varnsdorf until 1945. It mentions Mr. Josef Mašín as an important local personam who remarkably influenced leisure activities in the town. Keywords: leisure time pedagogy, historical development, leisure time activities, Varnsdorf, Josef Mašín

This master thesis deals with the leisure time activities of pupils of second degree of primary school in selected locations of microregion Bystřicko and České Budějovice. The diploma thesis analyses selected leisure time activities in both locations and it explores the relationship of leisure time activities and their clients ( in this case the pupils of second degree of primary school). The thesis emphasize on the question, whether the pupils can take use of the possibilities that are available in the given region or not. The author presents both of chosen regions in the theoretical part, specifies the most important theoretical terms and analyses layout and diversity of leisure time activities in selected regions. A separate chapter is the relationship between leisure time activities and risk behavior of teen-agers. The output of the master thesis will be recommendations in the area of propagation of leisure time activities in selected regions and increase of the attractiveness for the target group.

The thesis has a form of a theoretical study with significant relation to practice in professional volunteer supervision in Kladno Volunteer Center. The thesis is divided in 7 parts. Part One is focused on the definition of basic terms such as volunteer, voluntary work. This part deals with the issue of awarding of volunteers. Part Two is devoted to the basic terminology of leisure time pedagogy, including the definition of free time, the phenomenon, which is very important for both voluntary work and leisure time pedagogy. Part Three is centered at history of leisure time pedagogy and voluntary work. Key intersections of the two studied phenomena and their evolution are described. Part Four describes voluntary activities as a social phenomenon. Subparts are focused on the attitude of society towards voluntary work, the myths associated with it, as well as the volunteer work motivation. In part Five, I was trying to grasp volunteering as a tool of leisure time pedagogy. The subparts combine my findings acquired from books and my own practical experience. Part Six is an analysis of a specific case of ?Pět P? programme practice. Part Seven - the final one - includes a small scale empirical research.

The invisible struggle for the purpose of leisure time pedagogy  - a study of discourses about leisure time pedagogy The aim of the study is to examine and highlight the discursive struggle about the main purpose of leisure time pedagogy in school in a democratic society. Thereby my aim is to deepen the discussion about what leisure time pedagogy is and should be. The examination of different purposes is based on Gert J.J. Biestas different educational concepts qualification, socialization and subjectification. The study is based on a webb survey answered by 71 leisure time pedagogues, and interviews answered by 6 leisure time pedagogues. Findings from the webb survey suggests that most of the respondents believe their administration think the most important duty of leisure time pedagogy is different from their own. Most of the respondents indicated socialisation or subjectification of students as their most important duty, while most of them think their administration designate the students qualification as most important. The interviews where recorded, transcribed, and later analysed in line with Ernesto Laclau ́s and Chantal Mouffe ́s discourse theory. From the interviews I was able to map out 3 different discourses about the main purpose of leisure time pedagogy according to leisure time pedagogues: the socially oriented discourse, the knowledge oriented discourse and the identity oriented discourse. I was also able to map out one discourse based on leisure time pedagogues views on how they think their administrations anticipation on leisure time pedagogy differ from their own beliefs. In conclusion most leisure time pedagogues believes their main purpose is to help students develop social skills and personal identity, while they believe their endeavor to do so, is interfered either by their administrations designated purpose with leisure time pedagogy or their anticipation on leisure time pedagogues to help teachers and to support pupils development of subject knowledge, rather than to plan and elaborate with leisure time pedagogy. The study suggests that the different discourses, while not properly articulated, may lead to misunderstandings and a false feeling of agreement when there is none. This is why there seems to be a need to really discuss and clarify different comprehensions of the meaning of the main concepts of leisure time pedagogy in order to articulate the discursive struggle. / Syftet med föreliggande studie är att undersöka och lyfta den diskursiva kampen om fritidspedagogikens roll och syfte inom skolan i ett demokratiskt samhälle. Genom detta är min förhoppning att studien kan bidra till att fördjupa diskussionen om vad fritidspedagogiken är och bör vara. Fritidspedagogikens syfte undersöks utifrån Biestas utbildningsfunktionskategorier kvalificering, socialisation och subjektifiering. Studien baseras på en webbenkät som besvarats av 71 fritidspedagoger och intervjuer med 6 fritidspedagoger. Resultatet från webbenkäten visar att de flesta av fritidspedagogerna tror att skolledningens uppfattning om fritidspedagogikens viktigaste uppdrag skiljer sig från deras egen. De flesta menade att elevernas socialisation eller subjektifiering var fritidspedagogikens viktigaste uppdrag, men att de trodde att skolledningen menade att fritidspedagogikens viktigaste uppdrag var elevernas kvalificering. Intervjuerna spelades in med ljudupptagningsapparat, transkriberades och analyserades därefter med hjälp av Ernesto Laclaus och Chantal Mouffes diskursteori. Utifrån intervjuerna kunde tre diskurser om fritidspedagogers egen uppfattning om fritidspedagogikens viktigaste syften kartläggas: en socialt orienterad diskurs, en kunskapsorienterad diskurs och en identitetsorienterad diskurs. Utöver dessa tre diskurser kartlades en diskurs baserad på fritidspedagogers uttalanden om hur skolledningens förväntningar på fritidspedagogikens syfte skiljer sig från deras egen uppfattning. Sammanfattningsvis anser de flesta fritidspedagogerna att deras viktigaste uppdrag är att stötta elever i deras utveckling av sociala förmågor och personliga identitet, men att deras strävan mot detta hindras antingen av att skolledningen menar att fritidspedagogiken har ett annat syfte, eller att de förväntar sig att fritidspedagoger främst skall arbeta för att stötta klassläraren och elevernas kunskapsutveckling, snarare än att planera och utveckla fritidspedagogiken. Studien tyder på att de olika diskurserna om fritidspedagogikens syfte kan leda till missförstånd och en falsk känsla av samstämmighet när så inte är fallet. Detta pekar på behovet av att diskutera och tydliggöra olika uppfattningar och tolkningar av fritidspedagogikens centrala begrepp samverkan, kompletterande uppdrag och värdegrundsarbete för att tydligare artikulera den diskursiva kampen.

Studien undersöker fritidshemslärares didaktiska arbete och samverkan med ämneslärare,samt rektorns roll i samverkan. Detta tema uppstod efter att vi deltagit i praktik och fåttobservera fritidshemslärarna i deras verksamhet. Tidigare forskning som används visar hurfritidshemslärare använder didaktiska arbetssätt för att planera och genomföraundervisningen. Den visar även att samverkan med ämneslärare spelar en roll i det didaktiskaarbetet på fritidsverksamheten, samt att rektorn har en betydande roll i samverkan. För attanalysera det empiriska materialet har sju begrepp använts, vilka alla har en koppling till detsociokulturella perspektivet. Det empiriska materialet består av intervjuer med fyra olikafritidshemslärare som arbetar på olika skolor. Intervjuerna spelades in och transkriberadessedan för att kunna bearbetas. Resultaten visar att fritidshemslärare planerar aktiviteter medtydliga syften, anpassar undervisningen efter elevernas behov och ser samverkan somavgörande för att uppnå detta. Trots utmaningar som tidsbrist och kommunikation, harrespondenterna en positiv syn på samverkan. De ser även rektorn som en trygghetspunkt trotseventuella brister. Resultaten och analysen jämförs därefter med den tidigare forskningen föratt ge en helhetsbild av forskningsområdet. Avslutningsvis diskuteras framtidaforskningsvägar, där en möjlig väg är att inkludera observationer i intervjuerna för att få endjupare förståelse för det didaktiska arbetet i praktiken. Därefter reflekterar vi över hur dennastudies resultat och diskussion har bidragit till professionsutveckling för lärare till fritidshem. / The study examines the didactic work of leisure-time educators and their collaboration with subject teachers, as well as the role of the principal in this collaboration. This theme emerged after our participation in practice and observation of leisure-time educators in their activities. Previous research utilized illustrates how leisure-time educators employ didactic approaches to plan and conduct teaching. It also demonstrates that collaboration with subject teachers plays a role in the didactic work of leisure-time activities, and that the principal has a significant role in this collaboration. To analyze the empirical material, seven concepts related to the sociocultural perspective have been employed. The empirical material consists of interviews with four different leisure-time educators working in different schools. The interviews were recorded and transcribed for analysis. The results indicate that leisure-time educators plan activities with clear objectives, adapt teaching to students' needs, and view collaboration as crucial for achieving this. Despite challenges such as time constraints and communication issues, respondents have a positive view of collaboration. They also perceive the principal as a point of security despite potential shortcomings. The results and analysis are then compared with previous research to provide a comprehensive overview of the research area. Finally, future research directions are discussed, with one potential avenue being the inclusion of observations in interviews to gain a deeper understanding of the didactic work in practice. Subsequently, we reflect on how the results and discussion of this study have contributed to the professional development of leisure-time educators.

The thesis is divided into six chapters. In the first part, man and time were interested i philosophy. In the second part, we dealt with human being and human existence. In the third chapter we deal with context of time and history and their importance for man and human society. The fourth chapter tries to capture the meaning of human existence and follows another chapter that tries to find out possible causes that can lead to a loss of meaning of life. The last part, devoted to free time a leisure education, aimed to show the possibilities and limits of a free time educator in helping to meaningfully live.

children's lifestyle řešen problém pedagogiky volného času především z hovného. Záměrem této studie je zkoumat vlivy volnočasových aktivit na dítě. Její hlavní otázka směřuje k volnočasovým aktivitám dětí a budoucí životní styl, přístup dalšímu vzdělávání či výběru profesní dráhy. Klade si oblastech působí pravidelná sportovní činnost na rozdělena na část teoretickou a teoretické části se autorka věnuje popisu středisek volného času z různých pohledů, dále oblasti pedagogiky volného času, různým činnostem, mapuje oblast životního stylu dětí a sportovní aktivity. Součástí teorie jsou také profesní orientaci. Empirická část obsahuje kvalitativní výzkum. Výzkumné šetření bylo provedeno pomocí polostrukturovaných rozhovorů a dotazníků, výsledky byly následně analyzovány. Empirická část zjišťuje, v jakých oblastech působí pravidelná sportovní činnost na životě dětí, které byly sportovními aktivitami nejvíce ovlivněny.

This diploma thesis deals with literary work for children and youth of Norwegian writer Jostein Gaarder and its use in leisure time education as a means of intentional ethical, personality and social education. The thesis contains a theoretical and practical part. The theoretical part deals with the introduction of the life and creation of contemporary Norwegian author and the analysis of key themes of selected works for children and youth. The practical part includes work with selected examples, on which suitable methods and activities are applied with respect to the studied subject. The diplomat uses activation methods for the development of critical thinking leading not only to the development of reading literacy, but also to the development of so-called functional literacy. The set of materials is verified in practice; work also includes reflection and (auto) evaluation.

In my dissertation I focused on the priorities of Bernard Bolzano o.p.s. school club in Tábor. In the theoretic part of my dissertation I mention leisure time in connection with children, historical development of leisure time pedagogy, functions, forms and activities of interest education, relationships and communication, definition of a school club and its advantages, school club participants, framework education programme and key competencies. In the practical part of the dissertation I made a research on priorities of a school club. On this basis I created various hypotheses. The veracity or inveracity of the hypotheses should have been verified by a questionnaire formed by research questions. Special additional questions of a structured dialogue with parents and educators of the school club served to specify the research. The evaluation of questionnaires and dialogues has brought the verification of the hypotheses.

The subject of the diploma work thesis is the issue of museum education in an authentic environment, namely a possible way of using the technique of chain guidance in the mediation of the cultural and historical heritage of a certain place to the wider public. The aim of the thesis is to define in the theoretical part the concept of chain guidance in the context of education in relation to cultural heritage and museum education. Practical part contains characteristics and analysis of examples of practical realizations of chain guidence in four historical objects and the autor´s own creative project of chain guidence at the Zdenka Braunerova Studio, which was prepared and implemented in cooperation with the museum and the elementary school. The practical part also includes a proposal for a possible starting point for further cooperation between the Central Bohemian Museum and the Primary school in Roztoky.