The thesis is devoted to inclusion in preschool education with a focus on the child's family. The theoretical part deals with inclusive education, defines the basic concepts, related legislation, describes the benefits and risks of inclusion in the light of current knowledge. Attention is paid not only to the characteristics of pre-school education, but also to the inclusion of children with special educational needs in kindergarten. A separate chapter deals with the issue of the family of a disabled child and also describes some aspects of the cooperation of the family with the nursery school. The family plays a vital role in the development of the child, so the family context in which the child grows up is also essential for understanding the child's individuality and developmental needs. The theoretical knowledge is followed by a research investigation. The practical part introduces qualitative research, which aims to bring experience with inclusive education in kindergarten from the perspective of parents. The research focuses on families of children with disabilities and disadvantages, which are currently included in the category of persons with special educational needs under the legislation. The aim of the qualitative research is a detailed examination of the issue of inclusion in...

In my thesis I deal with the position of the Christian kindergarten in the system of pre-school education in the Czech Republic . I describe the historical development of the kindergarten as an institution. The development of pre-school children is assessed in terms of education, psychology and religion. Family and teacher are the basic partners in the lifelong patterns of shaping the personality of every child. The Christian kindergarten meets the same objectives as other pre-school facilities which are based on The Framework Education Programme. The difference between the Christian kindergarten and ordinary kindergarten is their founder and the Educational Programme which is oriented and adapted to the requirements of Christian education of pre-school children. The Christian kindergarten has a logical place and tradition in the system of pre-school education.

The diploma thesis focuses on the topic of cultivating microgreens in nursery school. Microgreens are young plants of various species of vegetable, that are grown in soil and are harvested approximetely after ten days. The simplicity of growing microgreens makes it an appropriate activity for preeschool-age children. Besides rewarding the children with nutricious food, it brings children the oppoturnity to develop key competences and pre- literacies. The theoretical part is an information base for growing microgreens in kindergarten conditions. It describes cultivating plants in kindergarten, it deals with historicaly, legislatively and didactic point of wiew and also describe kinds of microgreens, possibilities of use and cultivation procedures suitable for kindergarten. The aim of the diploma thesis is to present the possibility of growing microgreens in nursery school with preschool children. The empirical part focuses on the design and implementation of a set of activities in which children in kindergarten grow microgreens. In addition to cultivation, other activities are also included, in which children use the topic of microgreens in individual stages of growth. The set of activities aims primarily on reaching environmental education goals and is created using a logical model. It is...

Магистерская диссертация выполнена на 62 страницах, состоит из введения, двух глав, заключения, списка литературы из 59 наименований, содержит 2 рисунка, 10 таблиц, имеет 1 приложение. Объект исследования: особенности развития саморегуляции у детей старшего дошкольного возраста с ЗПР. Предмет исследования: отличия развития саморегуляции у детей старшего дошкольного возраста с ЗПР в сравнении с детьми с нормотипичным развитием. Актуальность изучения проблемы заключается в необходимости выявления особенностей проявления саморегуляции у детей с ЗПР в старшем дошкольном возрасте, а также потребностями практики в способах работы по развитию саморегуляции. В работе саморегуляция рассматривается как системно организованный процесс внутренней психической активности человека, который включает в себя: принятие цели и условий деятельности, планирование способа достижения цели, оценку успешности деятельности и достигнутых результатов – рассмотрению этих феноменов посвящен первый раздел. С целью исследования изучения особенностей развития саморегуляции было привлечено 60 детей. Из них 30 «условно» нормативно развивающихся (17 девочек и 13 мальчиков), и 30 детей с ЗПР (4 девочки и 26 мальчиков). Логика исследования предполагает деление экспериментальной группы на две подгруппы: с признаками несформированности регуляторного компонента и несформированности вербального и вербально-логического компонента. По результатам психологической диагностики проводился описательный и сравнительный анализ полученных результатов. Дети с ЗПР с несформированностью вербального и вербально-логического компонента, справились хуже, чем другие группы. Их показатели распределились на низких уровнях. Это объясняется тем, что дети данной категории имеют нарушения в речевой деятельности: у них наблюдается несформированность слухо-произносительной дифференциации звуков речи, фонематического, слогового анализа и синтеза, лексико-грамматического строя речи. Так как инструкция предъявлялась ребенку в устной форме, детям было сложно вербализовать правила, а также сохранять их до конца задания. На основании полученных данных были предложены рекомендации по психолого-педагогическому сопровождению детей старшего дошкольного возраста с ЗПР при подготовке к школьному обучению. / The master's thesis is completed on 62 pages, consists of an introduction, two chapters, a conclusion, a list of literature from 59 titles, contains 2 figures, 10 tables, and has 1 appendix. The object of the study: features of the development of self-regulation in older preschool children with ZPR. Subject of the study: differences in the development of self-regulation in older preschool children with ZPR in comparison with children with normotypic development. The relevance of studying the problem lies in the need to identify the features of self-regulation in children with ZPR in older preschool age, as well as the needs of practice in ways of working on the development of self-regulation. In the work, self–regulation is considered as a systemically organized process of internal mental activity of a person, which includes: acceptance of the goal and conditions of activity, planning a way to achieve the goal, evaluating the success of activities and achieved results - the first section is devoted to the. In order to study the peculiarities of the development of self-regulation, 60 children were involved. Of these, 30 are "conditionally" normatively developing (17 girls and 13 boys), and 30 children with ZPR (4 girls and 26 boys). The logic of the study suggests dividing the experimental group into two subgroups: with signs of an unformed regulatory component and an unformed verbal and verbal-logical component. Based on the results of the psychological diagnosis, a descriptive and comparative analysis of the results was carried out. Children with ZPR with an unformed verbal and verbal-logical component coped worse than other groups. Their indicators were distributed at low levels. This is explained by the fact that children of this category have speech disorders: they have an unformed auditory-pronouncational differentiation of speech sounds, phonemic, syllabic analysis and synthesis, lexical and grammatical structure of speech. Since the instructions were presented to the child verbally, it was difficult for children to verbalize the rules, as well as keep them until the end of the task. Based on the data obtained, recommendations were proposed for the psychological and pedagogical support of older preschool children with ZPR in preparation for school education.

Key words: communication, communication skills, ontogenesis of speech, influencing factors, communication skills, general educational program for preschool education, preschool age, family, teacher, nursery school, a stimulus program ANNOTATION The thesis of the possibility of development of communication skills in children of preschool age. He is interested in aspects of communication skills, and characterizes the speech ontogenesis stages of language development. It looks disordered, the possibility of development and factors that may affect it. It builds on language education in pre- school education from historical and contemporary perspective. Practical use of monitors of speech to describe situational picture among children aged 3-6 (7) years. The stimulus program to help identify the state of the continuous expression of children aged 5-6 (7) years, and considering the possibility of his influence. Finally, we discussed proposals for changes that could help develop communication skills in preschool children.

Abstact The diploma thesis aims to develop the theme "Activities with the paper in education programs pre-primary education", evaluates the importance of these activities for development of fine motor skills and connections to general educational program for preschool education in the Czech Republic. Through survey the thesis examines the experiences of the kindergarten teachers with realization of activities with paper during their work with children and also current status of necessary equipment for this work in kindergarten. The practical section of this diploma thesis summarizes the experiences with realization of an annual project called "We form with paper", in mixed-age class of the kindergarten.

This thesis deals with the possibilities of application of Zdenek Sverak's work in a kindergarten drama education. The theoretical section summarizes the information about the life and works of Zdenek Sverak and the findings regarding the possibility of using a literary narrative in a kindergarten, while applying the methods of drama education. There follows a description of the developmental patterns of preschool children and their significance for the drama education. The practical part of the thesis uses the books of Zdenek Sverak to process and reflect upon thematic units, in which the drama education methods were used. At the conclusion of the thesis, there is an evaluation of the research observations, obtained during my implementation of the thematic units.

Thesis "A professional care of children with school delay" is focused on the analysis of intervention for children with the recommended postponement of school attendance. in pre-school and preparatory classes in primary schools. The thesis also includes a scheme of a Special Education reeducational aids, which can be used for possible developmental disorders which limit children entrance into the compulsory school attendance in the prescribed age.

Options of development of partial functions of pre-school children Abstract This thesis is focused on issue of the development of partial functions in preschool age and mapping of the course of development of partial functions in kindergartens in Karlovy Vary Region and Prague. The task of the theoretical part is to define the notions of partial functions and partial functions deficits and to explain their relationship to specific learning disabilities. It describes the characteristics of preschool age and options of development of partial functions in its course. It includes basic information about school maturity, pedagogical- psychological diagnostics of children in kindergartens. It mentions also the child's enrollment in the first grade of primary school and school attendance delay. The aim of practical part is to map the access of kindergarten teachers to options of development of partial functions in Karlovy Vary Region and Prague, comparing the survey results obtained in these two regions and supplement obtained data with the information gathered from the interview. Key words: Partial functions, deficits of partial functions, specific learning disabilities, preschool age, options of development of partial functions, school maturity, pedagogical- psychological diagnostics, compulsory education,...

The thesis is devoted to the problem of providing language support to children with a different mother tongue in preschool age. The theoretical part discusses the child with a different mother tongue, the framework conditions for providing language support to children with a different mother tongue at preschool age in the Czech Republic, methodical and educational materials suitable language support for children with a different mother tongue in preschool age and the method Kikus. Empirical part is prepared on the basis of action research conducted under the support of a language course by Kikus methods for children with a different mother tongue in preschool age. The artist in the empirical part of the main objective, secondary objectives and the main research question of action research, as well as the methodology of this research. Characterizes children's group, which conducted action research and its transformation. Presents selected case reports of children with a different mother tongue preschoolers attending a language course. The conclusion considers the specifics of the application method Kikus in support of the Czech language as a second language in children with a different mother tongue in preschool age and summarizes the course of action research. The finding is that Kikus method can...