O Transtorno do Déficit de Atenção/Hiperatividade é o transtorno do neurodesenvolvimento mais comum da infância, possui como característica um padrão persistente de desatenção, hiperatividade e/ou impulsividade. O objetivo deste estudo foi investigar os efeitos de um Programa de Intervenção Cognitivo Motora (PICM) nos sintomas de crianças com indicadores de TDAH, além de verificar o desempenho motor e aspectos cognitivos após a intervenção. Alguns estudos indicam que a estimulação motora e cognitiva realizada precocemente pode interferir na minimização dos sintomas e, consequentemente, no impacto deste ao longo da vida. Método: um total de 796 crianças, com idades entre quatro e seis anos, participou do processo de triagem para verificação de elegibilidade. Após a análise das respostas dos pais e professores pelo instrumento SNAP-IV e verificação dos critérios de inclusão e exclusão, 40 crianças apresentaram indicadores do TDAH, sendo divididas em dois grupos: experimental (GE) e controle (GC). Estas crianças foram avaliadas pelo SNAP-IV para verificação da intensidade dos sintomas de desatenção e hiperatividade, pela Movement Assessment Battery for Children (2ª ed.) para o desempenho motor, Teste de Trilhas para Pré-Escolares para flexibilidade cognitiva, Teste de Tempo de Reação Simples Seriado (TRSS) para atenção sustentada e Teste PathSpan para memória operacional visuoespacial. O GE foi submetido a 16 sessões do PICM, que envolvia atividades em grupo com estímulos para coordenação motora grossa, coordenação motora fina, equilíbrio, noção espacial e funções cognitivas. Resultados: De acordo com o Teste ANOVA, houve diferença estatística na comparação intergrupo para os sintomas de hiperatividade, de acordo com a resposta dos professores (p=0,015), e para os sintomas de desatenção, também ocorreu diferença intragrupo (p=0,020) e intergrupo (p=0,013), pela resposta dos pais, indicando aumento da intensidade destes sintomas para o GC. Além desta medida, verificou-se, por meio do Teste Wilcoxon, diferença estatística significante na comparação intragrupo em relação ao GE (p=0,035) no TRSS. Discussão: nossos achados demonstraram que a intervenção proposta não minimizou os sintomas de desatenção, de acordo com a resposta dos pais, porém pode ter atuado como fator protetivo para o aumento destes sintomas, já para os sintomas de hiperatividade, pela resposta dos professores, a intervenção também pode ter atuado como fator protetivo para a maior intensidade destes. Além deste desfecho, os resultados demonstraram que a intervenção interferiu na atenção sustentada das crianças que foram submetidas à intervenção. Todavia, para as demais medidas relacionadas ao desempenho motor, memória operacional e flexibilidade cognitiva, a intervenção não levou a alterações. Estes resultados indicam que abordagens envolvendo estímulos motores e cognitivos podem ser uma alternativa para a minimização dos sintomas do TDAH e melhora da atenção sustentada / Attention Deficit Hyperactivity Disorder is the most common neurodevelopmental disorder of childhood, characterized by a persistent pattern of inattention, hyperactivity and / or impulsivity. The objective of this study was to investigate the effects of a Cognitive Motor Intervention Program (PICM) in the symptoms of children with ADHD indicators, as well as to verify the motor performance and cognitive aspects after the intervention. Some studies indicate that motor and cognitive stimulation performed early can interfere in the minimization of symptoms and consequently in the impact of this throughout the life. Method: A total of 796 children, ages four and six, participated in the screening process for eligibility verification. After analyzing the parents and teachers responses using the SNAP-IV instrument and verification of the inclusion and exclusion criteria, 40 children presented ADHD indicators, being divided into two groups: experimental (GE) and control (CG). These children were assessed by the SNAP-IV to assess the intensity of the symptoms of inattention and hyperactivity, by Movement Assessment Battery for Children (2nd ed.) for motor performance, Pre-School Trail Making Test for cognitive flexibility, Serial Simple Reaction Time (TRSS) for sustained attention and PathSpan test for visuospatial working memory. GE was submitted to 16 sessions of the PICM, which involved group activities with stimuli for gross motor coordination, fine motor coordination, balance, spatial notion and cognitive functions. Results: According to the ANOVA test, there was a statistical difference in the intergroup comparison for the symptoms of hyperactivity, according to the teachers\' perception (p = 0.015), and for inattention symptoms, there was also an intragroup difference (p = 0.020) and intergroup (p = 0.013), by parents\' perception, indicating an increase in the intensity of these symptoms for the CG. In addition to this measure, the Wilcoxon test showed statistical difference in the intragroup comparison in relation to the SG (p = 0.035) in the TRSS. Discussion: Our findings demonstrated that the proposed intervention did not minimize the symptoms of inattention, according to the parents \'perception, but may have acted as a protective factor for the increase of these symptoms, and for the symptoms of hyperactivity, for the teachers\' perception may also have acted as a protective factor for their higher intensity. In addition to this outcome, the results demonstrated that the intervention interfered in the sustained attention of the children who were submitted to the intervention. However, for the other measures related to motor performance, working memory and cognitive flexibility, the intervention did not lead to changes. These results indicate that approaches that encompass motor and cognitive stimuli may be an alternative to minimize the symptoms of ADHD and improve sustained attention

A proposta do presente estudo é investigar a aquisição de comportamento verbal em uma pesquisa longitudinal com uma criança de desenvolvimento típico dos dezoito meses aos dois anos de idade, adotando como unidade de análise os operantes verbais propostos por Skinner (1957). O objetivo do trabalho é analisar as respostas verbais emitidas pela criança e pelo acompanhante em situações naturais em termos de operantes verbais e tentar identificar relações entre a emissão de operantes do acompanhante e da criança, de maneira a investigar possíveis padrões de interação na aquisição de comportamento verbal. Foram registradas e transcritas trinta e quatro sessões com duração média de quinze minutos por semana. Os dados foram analisados baseados em categorias criadas a partir dos operantes verbais propostos por Skinner (1957). Os resultados apontam um aumento abrupto na frequência acumulada da emissão das categorias de tatos, mandos, ecóicos e intraverbais da criança a partir dos vinte meses de idade. Esse aumento também ocorre simultaneamente na frequência acumulada da emissão das mesmas categorias do acompanhante. A categoria mais emitida pela criança foi a de tatos, enquanto que a categoria com mais emitida pelos acompanhantes foi a de mandos / The purpose of the present study is to investigate the acquisition of verbal behavior in a longitudinal research with a typical development child from eighteen months of age until two years old, adopting as unit of analysis Skinner´s (1957) verbal operants. The aim of the present work is to analyze verbal responses emitted by the child and the caretakers in a natural setting in terms of verbal operants and try to identify relations between the emission of operants by caretakers and the child, investigating possible interaction patterns in the acquisition of verbal behavior. Thirty four sessions of fifteen minutes of duration were registered per week and then transcript. Data were analyzed based upon categories created from Skinner´s verbal operants (1957). Results show a rapidly increase in the emission of tact, mand, echoic and intraverbal categories of the participant after twenty months of age. This increase also happened simultaneously in the emission of the same categories of the caretaker. The most emitted category of the child was the tacts, while the most emitted category by the caretaker was the mands

A proposta do presente estudo é investigar a aquisição de comportamento verbal em uma pesquisa longitudinal com uma criança de desenvolvimento típico dos dezoito meses aos dois anos de idade, adotando como unidade de análise os operantes verbais propostos por Skinner (1957). O objetivo do trabalho é analisar as respostas verbais emitidas pela criança e pelo acompanhante em situações naturais em termos de operantes verbais e tentar identificar relações entre a emissão de operantes do acompanhante e da criança, de maneira a investigar possíveis padrões de interação na aquisição de comportamento verbal. Foram registradas e transcritas trinta e quatro sessões com duração média de quinze minutos por semana. Os dados foram analisados baseados em categorias criadas a partir dos operantes verbais propostos por Skinner (1957). Os resultados apontam um aumento abrupto na frequência acumulada da emissão das categorias de tatos, mandos, ecóicos e intraverbais da criança a partir dos vinte meses de idade. Esse aumento também ocorre simultaneamente na frequência acumulada da emissão das mesmas categorias do acompanhante. A categoria mais emitida pela criança foi a de tatos, enquanto que a categoria com mais emitida pelos acompanhantes foi a de mandos / The purpose of the present study is to investigate the acquisition of verbal behavior in a longitudinal research with a typical development child from eighteen months of age until two years old, adopting as unit of analysis Skinner´s (1957) verbal operants. The aim of the present work is to analyze verbal responses emitted by the child and the caretakers in a natural setting in terms of verbal operants and try to identify relations between the emission of operants by caretakers and the child, investigating possible interaction patterns in the acquisition of verbal behavior. Thirty four sessions of fifteen minutes of duration were registered per week and then transcript. Data were analyzed based upon categories created from Skinner´s verbal operants (1957). Results show a rapidly increase in the emission of tact, mand, echoic and intraverbal categories of the participant after twenty months of age. This increase also happened simultaneously in the emission of the same categories of the caretaker. The most emitted category of the child was the tacts, while the most emitted category by the caretaker was the mands

Little is known about how maternal positive affect (PA) relates to maternal patterns of emotion socialization about positive emotions. The current study examined the hypothesis that mothers’ self-reported PA, independent of their negative affect (NA), is associated with increased and more appropriate modeling of verbal and nonverbal expressions of positive emotions in mothers. I examined associations between self-reported maternal PA and behaviors during video-taped discussions of times when the mothers and children were happy in 53 healthy mother-child dyads. These tapes were coded using standard observational coding schemes. Results suggest that mothers with higher ratings of PA, independent of NA, positively predicted levels of observed maternal positive involvement and communication while reminiscing. Maternal PA was unrelated to observed dyadic mutual enjoyment, positive emotion words and teaching during mother-child reminiscing. Results add to the existing literature on positive psychology in important ways. Theoretical implications for understanding positive emotions are discussed.

Shifting from traditional deficit-based psychological research, the current study aimed to broaden the understanding of post-adoption development through a strength-based approach and further explore the recently developed Values in Action (VIA) Classification of Character Strengths among a particularly resilient population of young children-internationally adopted Chinese children. Archival longitudinal data of parents' descriptions about their adopted Chinese children's positive characteristics were analyzed from two time points two years apart. Data on 179 children ages 4 - 5 years old (M = 59.67 months SD = 6.60 months) in Time 1 from 172 families were analyzed with content analysis coding procedures. Overall, the profile of character strengths among young Chinese adoptees was very comparable to that of a general sample of young children assessed in a previous research study: Both samples had 11 of the 24 character strengths from the VIA Classification represented among 10% or more of the children, while the remaining character strengths were rarely represented in the children's data. The five most prevalent character strengths for Chinese adoptees were Love, Kindness, Humor, Zest, and Social Intelligence. The biggest difference between adopted Chinese children from this study and non-adopted children was that Zest and Social Intelligence were represented at much higher rates. There were no significant changes over time in all but one of the prevalence rates for character strengths (i.e., Love decreased from Time 1 to Time 2) and for the more broadly categorized virtues (i.e., Courage increased from Time 1 to Time 2). The two most prevalent virtues, Humanity and Courage, were associated with lower levels of externalizing and internalizing problems, respectively, which may point to the positive traits particularly related to this population's marked resilience. Results serve to provide a broader understanding of post-adoption development and offer the first longitudinal data on character strengths among young children.

This thesis deals with nutrition of preschool children. It concentrates on the issue of eating in nursery schools. The theoretical part contains characteristics of a preschool child development and information on the basic components of nutrition and its importance to the human body. I mentioned the influence of dietary habits on the healthy development of the child population and analysed the negative factors that could adversely affect this development. The practical part includes directed interviews with staff of kindergartens in district Prachatice and comparison between current diets and diets before 1989 in these institutions. The intention was to find differences between these diets. With the change in the political system new possibilities opened up. School canteens can experiment with new recipes, diets include new healthy foods.

The thesis deals with the formation of the initial graphomotor skills in the last year of kindergarten education with connection to the system of teaching writing in the first grade of primary school. The work consists of two parts. The theoretical part is generally aimed at preschool age and a system of preschoolers preparation, especially in the formation of hygiene and work habits. It also deals with the issue of left-handedness. The second part of my thesis is based on research of practical use. The research was conducted in kindergarten schools with a focus on the health and work habits (proper grip and pen direction for right-handers and left-handers, proper seating, etc.). The attention was also paid to uppercase block letters (mirror writing) and graphomotor development (graphomotor exercises). The results are compared with theoretical part and supported by extensive appendix.

This diploma thesis is aimed at finding out the current situation of so called pre-reading and explore methods used for development of so called pre-reading literacy. The thesis is divided in two parts theoretical and practical one. The theoretical part refers to characterizing of preschool age, problems of reading literacy (with focusing on so called pre-reading literacy), factors impacting children'spre-reader's interest and especially methods usable for abilities and skillsdevelopment of preschool children in area of literary education. The practical part includes empirical survey (qualitative research), realized at chosen kindergartens. The research is supported by working sheets that are verified in practice.

The Introduction deals with historical circumstances of children{\crq}s position in society. Further, it contains definitions of the terms of education, educational style, educational means and corporal punishment. An integral part of my thesis is also a list and characteristics of factors influencing the choice of educational means. The questions of the consequences of corporal punishment are also paid attention to. The conclusion brings an outline of legislation related to corporal punishment. The primary objective of my thesis is to survey the attitudes of parents to corporal punishment wards in the education of pre-school age children. The next objective is to analyze the obtained data from the point of age, education, family status and income groups. The practical part of the thesis consists of quantitative research conducted by the technique of a standardised questionnaire. Drawing on the research conducted and the follow-up analyses of the results obtained, it is possible to state that most respondents consider corporal punishment as an appropriate educational means, and that the factor that most influences the selection of educational means is one{\crq}s own childhood experience with corporal punishment.

The presented diploma thesis is focused on a special pedagogical topic and deals with the phonological abilities of preschool children. The diploma thesis is structured into theoretical and practical part. In the theoretical part the reader is introduced with the characteristics of preschool children, principles of the school education system in the Czech Republic based on current legislation, the school's maturity and readiness and the diagnosis of preschool children. The work also presents various divisions of the ontogenesis of speech, language and communication and characterizes individual language levels. The work also describes the development of phonological abilities and introduces phonological abilities in the context of reading literacy. A separate subchapter is devoted to possible diagnostic tools for the diagnosis of phonological abilities and another subchapter is about the Batteries of tests of phonological abilities by Gabriela Seidlová Málková and Markéta Caravolas which was performed in the empirical part. In the empirical part we deal with the analysis of phonological abilities of preschool children. A qualitatively oriented research was made in two classes of two kindergartens. The chosen methods of thesis were observation, analysis of the results of activities and analysis of...