Thesis equivalent (M.P.H.)--University of Michigan, 1947.

Thesis equivalent (M.P.H.)--University of Michigan, 1947.

Thesis (Ph. D.)--Columbia University, 1939. / Vita. Published also without thesis note. Bibliography: p. 185-187.

M.S.

Subject of the thesis named Nursery Schools in the Town of Tabor between 1948 - 2010 is to describe the historical development of nursery schools in Tabor. The main goal of the thesis is to research development of Tabor's nursery schools. The thesis is divided into ten chapters. These concerns with the history and characteristic of the town Tabor, preschool institutions and its development in Bohemia, school system in Tabor, nursery schools in Tabor till 1945 and after 1945, history of four oldest nursery schools in Tabor, criteria of public holidays and children's healthcare in four oldest nursery schools in Tabor and comparison on base of chronicles. The thesis is a historical study and analysis ensuing from primary sources. There is used a historical method and primary documents and comparative methods in the thesis. The issue is research of the nursery school development in Tabor between 1948 and 2010.

The purpose of this study is to attempt to discover any observable differences in social behavior between elementary school pupils who have attended nursery school and those who have had no nursery school experience.

The purpose of the present study is to determine the calcium, phosphorus, and magnesium content of the composite food, mid-morning fruit juice, fluid milk, and "seconds" of nursery school lunches.

This thesis deals with the relationship between family and kindergarten. It is mainly focused on communication, through which there is a mutual interaction and relationship builded between teachers and parents. In the communication both actors must strive for the best possible cooperation, since only in this case they can reach their common goal, which is the smooth development and overall development of the child's personality. The theoretical part defines the concept of communication. It analyzes current family and nursery schools as an institution and deals with the relations between them. It also mentions the conflict and some types of barriers that can lead to difficulties in the interaction. The practical part is based on research done through questionnaires which was aimed to teachers and parents. The result presents their subjective evaluation of communication.

Shared storybook readings with an adult provide children with opportunities to imagine different worlds, experiment with new ideas and be inspired. Existing research shows that shared storybook reading also supports word learning. To date the role of attention in word learning from shared storybooks has been largely overlooked. The aims of this research programme were to investigate how changes to storybook reading interactions, or storybook formats might influence children's word learning by making target words and objects more or less salient using various attentional manipulations which could be used in the real world. Chapter 1 provides an introduction and literature review. Chapter 2 presents a multi-level meta-analysis of studies of word comprehension from shared storybook reading. Empirical chapters (Chapters 3-6) use bespoke storybooks controlling for story length and number of exposures to novel vocabulary to examine children's word learning from storybooks. Participants are 3- and 4-year-old typically developing children. In Chapter 3 children's eye movements are recorded while they are presented with repeated or different stories. We find no evidence of differences in eye movements or word learning between conditions. Chapter 4 demonstrates that presenting storybooks one page at a time (as in Chapter 3) improves word learning compared with when two pages are displayed at a time. Chapter 5 investigates whether illustration complexity (Experiment 1) or salient illustration features (Experiment 2a and b) affect children's learning of the depicted novel words. We found no evidence to support this with the stimuli we used. Chapter 6 investigated the role of storybook repetition in learning new words and the development of narrative skills. Overall, the research programme supports the idea that children's word learning can best be supported by storybooks and reading styles which provide a suitable level of informational content and adult scaffolding from which they can learn.

The submitted diploma thesis focuses on the organizational culture in terms of preschool education, particularly at nursery schools. There are specific elements of the organizational culture for preschool education as well as factors that affect organizational culture at nursery schools within the external and internal environment of the school. This thesis diagnoses the organizational culture at a particular nursery school. Based on this diagnosis, we can say that a strong organizational culture can be created even at a nursery school. There is also the relationship between organizational culture, effectiveness of organization and quality of education that implies from the positive evaluation of this nursery school. The thesis draws up recommendations for this specific nursery school, which are focused primarily on communication and foreknowledge. Recommendations are designed for founders of public nursery school as well. In terms of public nursery school, there should not be an argument of a lack of funds from this perspective, there should rather be a better utilization of that a strong organizational culture offers.