The subject of this thesis is to show how to use folk songs and various musical activities when working with pre-school children. The theoretical part of this thesis includes a definition of folk music as well as a brief introduction into the history of folk music in Bohemia and Moravia. There are also numerous suggestions of musical activities which develop musical talent of children. The activities are divided into groups according to the age of children and therefore can be used not only in kindergarten but also on other occasions. The last chapter of this part is dedicated to Framework Educational Programme for Preschool Education. The practical part focuses on how to use folk songs in everyday life of pre-school children. The songs are grouped so that they are suitable for particular age group, bearing in mind the overall programme of the pre-school educational system. The first chapter called Meeting consists of songs which could be nicely used in September, when children are new to the kindergarten. Then there is a part called Autumn, suitable primarily for this part of the year. Next, children work on a dramatization of the fairy tale called Začarovaný les which is then, together with songs, used as a performance for their parents and friends. At the end of the thesis there are...

The purpose of this study was to examine the attitude of pre-school teachers to  planed physical activity in preschool. This study find out which factors may affect the implemention of planed physical activity in preschool. This study was conducted through a questionnaire. It was sent to pre-school teachers with an pre-school teacher education. 160 pre-school teachers answered the survey. The results show that preschool teachers have a positive attitude towards didactically planned physical activities in preschool. However, despite a positive attitude, the children are not physical active to the extent that they might need to reach the recommendations for 60 minutes of physical activity per day (Berg & Ekblom, 2016). However, time shortages and small premises seem to be an obstacle to planned physical activity times, and according to the survey, cognitive activities often go before the physical activities. The survey has also shown that some pre-school teachers think that children move sufficiently through the free play, and didactically planned activity times are not considered necessary. / Syftet med denna studie var att undersöka hur förskollärares attityd till didaktiskt planerade rörelsestunder i förskolan ser ut. Undersökningen studerar också vilka faktorer som kan påverka hur den planerade rörelsestunden i förskolans verksamhet genomförs. Denna undersökning gjordes genom en enkät. Den skickades ut till förskollärare med förskollärarexamen. Enkäten besvarades av 160 stycken förskollärare. Resultatet visar på att förskollärare har en positiv attityd till didaktiskt planerade rörelseaktiviteter i förskolan. Trots en positiv attityd utförs rörelsestunderna dock inte i den utsträckning som de kanske skulle behöva för att nå upp till rekommendationer som finns om 60 minuters fysisk aktivitet per dag (Berg & Ekblom, 2016). Tidsbrist och små lokaler verkar vara ett hinder för planerade rörelsestunder och enligt undersökningen går kognitiva aktiviteter ofta före de fysiska aktiviteterna. Undersökningen har också visat på att en del förskollärare tycker att barn rör sig tillräckligt via den fria leken och didaktiskt planerade rörelsestunder anses då inte vara nödvändiga.

The dissertation followed 3 research goals: to compare the availability of controlled physical activities in children with mental, hearing, visual disability in selected regions of the EU countries (South Bohemia-Czech Republic, Plovdiv-Bulgaria, Primorska-Slovenia, West Midlands-UK), then in experimental investigation in South Bohemia to monitor indicators of physical health in samples of children with named disabilities, and in same children to monitorindicators of psychosocial health.Analytical research investigations related to availability of controlled movement activities included children aged 8-15 years with researched disabilities, registered in the school systems of analysed regions of EU countries (N=12073 children, 6355 males, 5718 females). In followed experimental investigation in South Bohemia 180 children participated (90 males, 90 females) aged 8 - 15years, weredividedin samplesaccordingresearched disabilities.Evaluation of the data and their statistic interpretation verified the hypotheses. Research results have shown that children with observed types of disabilities can achieve positive effects in anthropometric indicators of training under the influence of controlled physical activities. Research results present also benefits for the social rehabilitation of children with disability in the problematic of reducing fearful behaviour symptoms and in increasing of independent behaviour.

The thesis deals with the issue of the movement activities of pre-school age children. Movement is built into the plane of an important aspect in the holistic development of the pre- school age child whose absence may endanger this development. In the theoretical part are defined terms of movement, basic motor skills and mapping their development with a focus on the specifics of pre-school age. Also the position of the movement activity is approaching in pre-school education. The practical section compares the results of motor test pre-school age children from selected kindergarten and evaluated in relation to their conditions.

Characterization work: The rhythm of the movement is considered one of the basic assumptions of the optimum design movement technique. It develops musical-physical assumptions, and therefore a rhythmic feeling, which is important in children's categories. These assumptions can influence the appropriate intervention program of music and movement activities. Well mastered rhythm and movement patterns contribute to the successful acquisition of a variety of physical activities and sports performance in the final. Objective: The aim of this work is to elaborate an intervention program focused on music and movement activities. These activities develop and enhance music assumptions with mainly a sense of rhythm, coordination of movement and an ability to handle performance music, as well as movement etudes for children of school age. The intervention program is made up of several sections that include activity without music, as well as with music and activities with sounding tools. Methodology: In my work I used empirical method of research - testing. We worked with experimental (EG) and control (CG) group. Both groups underwent input diagnostic rhythmic abilities. Subsequently, on the basis of diagnosis, age-old practice and literature, I created a musical movement intervention program for the...

Syftet med min undersökning är att bidra med kunskap om pedagogers syn på deras möjligheter att påverka barnens fysiska aktiviteter i den dagliga verksamheten på förskolan. Som metod har jag använt mig av en kvantitativ insamlingsmetod i form av en enkät. För att fördjupa och tydligare beskriva syftet med studien har följande frågeställningar valts. Vilka möjligheter finns för pedagogerna att utöva rörelseaktiviteter i förskolan? Vilka utmaningar finns för pedagogerna att utöva rörelseaktiviteter i förskolan? Den metod som använts i studien är en internetbaserad enkät. Resultatet av min undersökning är att olika ramfaktorer ställer olika krav på olika förskolor samt att det är pedagogernas ansvar att se till att alla barn når upp till strävansmålen trots att alla förskolor påverkas av olika ramfaktorer. / The purpose of my study is to contribute with knowledge of educators' view of their opportunities to influence the children's physical activities in the day-to-day activities at the preschool. As a method, I have used a quantitative collection method in the form of a questionnaire. To deepen and more clearly describe the purpose of the study, the following questions have been chosen. What opportunities are there for the teachers to exercise movement activities in the preschool? What challenges do the educators have to exercise movement activities in the preschool? The method used in the study is an internet-based survey. The result of my study is that different framework factors make different demands on different preschools and that it is the teachers' responsibility to ensure that all children reach the target goals even though all preschools are affected by different frame factors.

The goal of this thesis is to theoretically evaluate and practically prove that children in kindergarten are capable to listen to classical music carefully and to express it with motion, if they are properly guided and motivated. This thesis also provides the theme for kindergarten teachers how to work with classical music to teach children to perceive it as a gift and develop love for music in children. The thesis is divided into two main parts. The first part is theoretical and it summarizes the most important findings concerning music and movement. The second part is practical and it consists of a project closely related to the research. Results of the research clarified the fact to what extent parents perceive the importance of music, movement and dance and how they endorse these aspects. The main objective of this thesis was fulfilled by the implementation of the project "It was said once in nature."

The diploma thesis is devoted to the development of music and musical movement activities at a younger school age. It consists of theoretical and practical part. The first parts acquaints the reader with the characteristics of younger school age and with the somatic- physiological, psychological and social characteristics of this period. It also describes the means that affect the child's musicality. This work lists the basic music-movement activities and their important aspects. The conclusion of this part is focused on expertise publications focusing on piano playing,where the authors in their works use movement elements or musical-movement activities to directly improve the influence of playing the piano. The practical part is based on theoretical knowledge. We chose a pedagogical experiment with the technique of one-group and we used piano compositions fot this purpose. The issue of qualitative research is focused on the connection of piano playing with musical- movement activities. There are objectives, research methods, the subject and its organization described in the research part. For children involved in the research there was developed a thematic program called Traveling with Little prince, which describes methodological steps supporting the expression of music content and understanding...

The Thesis is focused on music and physical education as a part of educational process. It has got an irreplaceable importance in children with mental disorders due to inspiration for their own activity and promotion of the whole motor development. This work is dealing with a content of this education, its importance and role in the Special basic school. It also defines mental handicaped childrens' character and the influence of music and physical education on their general development. It describes a variety of music and physical resources and their usage in the music and movement activities as well. These are applicated into a project called." Dancing and singing, with a fairy tale learning". This elaborated project represents specific examples of music and movement activities and their realization in the Special basic school. Key Words: Children, music, music and physical education, music and movement activities, music and movement games, mental disorders, motivation, songs, movement, physical exhibition, dancing games.

Bakgrunden till denna studie är baserad på tidigare forskning som har visat på en minskad nivå av fysisk aktivitet hos barn och ungdomar. Av Sveriges barn och ungdomar var det endast 44 procent av killarna och 22 procent av tjejerna som uppnår Världshälsoorganisationens rekommendationer för fysisk aktivitet år 2020. Syftet med studien var att undersöka om utbildningsinsatsen Rörelseledare-Elev har påverkat motivationen till fysisk aktivitet hos mellanstadieelever i Östra Göinge kommun. Dessutom undersökte studien om det fanns en skillnad mellan årskurs 4 och 6 i motivationen till fysisk aktivitet. För att ta reda på detta användes kvantitativ metod i form av en nätbaserad enkät. Resultatet visade att en stor del av mellanstadieeleverna har börjat röra på sig mer efter rörelseaktiviteterna och det även finns en tydlig majoritet gällande att tycka om att röra på sig. Detta resultat skiljer sig åt mellan de olika årskurserna. Det finns en signifikant skillnad, med årskurs 4 som årskursen där fler har börjat röra på sig mer efter rörelseaktiviteterna. Slutligen visade studien att utbildningen Rörelseledare-Elev har fått en majoritet av eleverna att röra på sig mer och för en liten andel har det skett en total beteendeförändring. Denna andel tyckte inte om att röra på sig innan rörelseaktiviteterna men har börjat röra på sig mer efteråt. Studiens svarsfrekvens och operationaliseringen av svårbegripliga begrepp för barnen, kan innebära en viss osäkerhet gällande studiens resultat. Konklusion utifrån resultatet är att utbildningen Rörelseledare-Elev inte lyckades aktivera alla, men det skedde en förbättring i nivån av fysisk aktivitet hos eleverna över lag. En slutsats som kan dras är att motivationen till fysisk aktivitet påverkades positivt. / The background for this study is based on previous research that has shown an overall decline in physical activity among youths. 44 percent of males and 22 percent of female children and adolescents in Sweden meet the World Health Organization’s recommendations for physical activity in 2020. The purpose of this study was to examine the effects an elementary school-based intervention had on students’ motivation for physical activity. Moreover, the study examined if there was a difference in motivation towards physical activity between students in Year 4 and Year 6. This study used a quantitative research method with a web-based survey. The intervention is based around movement activities in the classroom and during breaks, led by selected students who are less physically active than other peers. The results showed that a majority of students had become more physically active after the activities and a majority also showed an increase in interest in  being more active. The results also showed a significant difference between students in Year  4 and Year 6, as the students in Year 4 reported a greater change in increased movement after the activities. Another central result was that the intervention has made a majority of the students more physically active and a small proportion had made a complete behaviour change regarding physical activity. The same students did not enjoy physical activity before the movement activities but have begun to be more physically active since. Given the study’s response rate and operationalization of advanced concepts, there is an uncertainty regarding the results of the study. Based on the results a conclusion was that the intervention has not succeeded to make every student more active but there was change for the better in the level of physical activity overall. Therefore, one could conclude that the intervention has had a positive impact on the motivation for physical activity among the children and adolescents.