Bakgrund: Forskning visar att barn upplever oro och rädsla i samband med anestesi. Anestesisjuksköterskan är en av de som behöver möta barnets känslor. Genom att belysa anestesisjuksköterskans erfarenheter kan förståelse skapas samt ge möjlighet till fördjupad kunskap inom barnanestesi. Syfte: Studiens syfte var att belysa anestesisjuksköterskans erfarenheter av mötet med barn i förskoleåldern i samband med anestesiinduktion. Metod: En kvalitativ metod med induktiv ansats genomfördes. Datainsamlingen bestod av semistrukturerade intervjuer där totalt tolv anestesisjuksköterskor intervjuades. Dataanalys genomfördes enligt Graneheim och Lundmans (2004) kvalitativa latenta innehållsanalys. Resultat: Två övergripande teman identifierades, med fyra kategorier och sju subkategorier. Det första temat, goda förutsättningar för ett vårdande möte, innefattar handlingar, strategier och faktorer som ger goda förutsättningar för att mötet med barn i förskoleåldern i samband med anestesiinduktionen ska bli vårdande. I det andra temat, hindrande faktorer för ett vårdande möte,lyfts anestesisjuksköterskans erfarenheter av vad som hindrar förutsättningarna för ett bra och vårdande möte.   Slutsats: Mötet med barn i samband med anestesiinduktionen är både utmanande och roligt. Anestesisjuksköterskan behöver anpassa sig efter det unika barnet, involvera föräldrar, tillämpa sina tidigare erfarenheter och inneha en handlingsberedskap för att kunna främja ett vårdande möte. Preoperativa förberedelser spelar en avgörande roll för såväl anestesisjuksköterskan, som för barn och föräldrar. Mötet kan dock ge upphov till känslomässig påfrestning då anestesisjuksköterskan kan behöva utföra tvingande handlingar vilka kan hindra förutsättningar för ett vårdande möte. / Background: Research shows that children experience worries, and fear associated with anesthesia. The nurse anesthetist’s is one of those who needs to meet the child’s feelings. By highlighting the nurse anesthetist’s experiences, understanding can be created and allow in-depth knowledge regarding pediatric anesthesia.  Aim: The study aimed to highlight the nurse anesthetist’s experiences of meeting with children of preschool age in connection with anesthesia induction  Method: A qualitative method with an inductive approach was used. The data collection consisted of semi-structured interviews where twelve nurse anesthetists were interviewed. The data analysis was carried out according to Graneheim and Lundmans (2004) qualitative latent content analysis. Results: Two overall themes were identified, with four categories and seven subcategories. The first theme, good presumptions for a caring meeting, includes actions, strategies and factors which gives good presumptions for the meeting with children of preschool age in connection with the anesthesia induction to turn out caring. In the second theme, obstructive factors for a caring meeting, the nurse anesthetist’s experiences of what obstructs the presumptions for a good and caring meeting are highlighted. Conclusion: The meeting with children in connection with the anesthesia induction is both challenging and fun. The nurse anesthetist needs to adapt to the unique child, involve the parent, apply their experiences, and have an action plan to promote a caring meeting. Preoperative preparations play a crucial role for the nurse anesthetist as well as for the child and parents. The meeting can give rise to emotional stress when the nurse anesthetist needs to perform coercive actions that obstruct the presumptions of a caring meeting.

The estimated prevalence of Autism spectrum disorder (ASD) in 2007 was approximately 6,5-6,6 per 1000 children. Symbolic play is, one of the diagnostic criteria in the cases of ASD. In preschool, symbolic play is predominant form of play. However, children with ASD show lower levels of symbolic play. It takes them more time to start with symbolic play and have problems in performance of it. Nevertheless, they might even never develop symbolic play skills. The need for interventions targeting symbolic play of children with ASD is increasing. Generally speaking, there appear to be very limited number of symbolic play interventions for children with ASD. Even if done, most have been performed in laboratory conditions. The interventions that have been undertaken to support symbolic play have taken form of being child centered, peer mediated or adult mediated, with emphasized role of caregivers as interventionists. The aim of this systematic literature review is to address parents and teachers implemented interventions targeting symbolic play of preschool aged children with ASD, with an emphasis on characteristics of these interventions and pretend play sequences. Findings reveal that interventions implemented by either parents or teachers in natural environment give positive outcomes in terms of symbolic play and its instances of preschool aged children with ASD. The review presented a limited number of studies dealing with this kind of interventions. Since all interventions show that symbolic play can be facilitated in this population, special attention should be payed to the methods used to improve symbolic play behaviours and defining and dividing symbolic play. More focus should be put on implementing interventions targeting symbolic play of children with ASD by caregivers, i.e. parents and teachers, in natural context. Inclusion of peers in these kinds of interventions emerges as possible and potentially successful as well.The estimated prevalence of Autism spectrum disorder (ASD) in 2007 was approximately 6,5-6,6 per 1000 children. Symbolic play is, one of the diagnostic criteria in the cases of ASD. In preschool, symbolic play is predominant form of play. However, children with ASD show lower levels of symbolic play. It takes them more time to start with symbolic play and have problems in performance of it. Nevertheless, they might even never develop symbolic play skills. The need for interventions targeting symbolic play of children with ASD is increasing. Generally speaking, there appear to be very limited number of symbolic play interventions for children with ASD. Even if done, most have been performed in laboratory conditions. The interventions that have been undertaken to support symbolic play have taken form of being child centered, peer mediated or adult mediated, with emphasized role of caregivers as interventionists. The aim of this systematic literature review is to address parents and teachers implemented interventions targeting symbolic play of preschool aged children with ASD, with an emphasis on characteristics of these interventions and pretend play sequences. Findings reveal that interventions implemented by either parents or teachers in natural environment give positive outcomes in terms of symbolic play and its instances of preschool aged children with ASD. The review presented a limited number of studies dealing with this kind of interventions. Since all interventions show that symbolic play can be facilitated in this population, special attention should be payed to the methods used to improve symbolic play behaviours and defining and dividing symbolic play. More focus should be put on implementing interventions targeting symbolic play of children with ASD by caregivers, i.e. parents and teachers, in natural context. Inclusion of peers in these kinds of interventions emerges as possible and potentially successful as well.

The thesis deals with school maturity, stage of psychological evolution in the preschool and the early school age. The solution will view parents of future pupils from three primary schools Kladno on school readiness and the onset of schooling and in this sense, the results of the survey are compared. The theoretical part will solve the view of a child under school age from various angles, his cognitive development, socialization and the other. Furthermore, I will deal with school maturity and readiness, cognitive, somatic and emotional level of development of the child at the onset of schooling. Three elementary schools, where research was conducted, will be presented in detail .The practical part analyzes the survey, carried out on the day of enrollment in the first grade of Primary School in Kladno, C. Bouda 1188 of 2011, which I repeated three years later and expanded research on Elementary School Kladno, Vašatova and Primary School Kladno, Vodárenská. By gaining survey results from three of parents interested in education of future first-graders is created.

The thesis on "Development and transformation of Czech kindergartens between 1990 and 2012" maps and analyzes proposals for change and the actual changes that have taken place over 22 years in pre-school education. Czech kindergarten passed in the period changes in several areas. In legislation were an important milestone edition of the Education Act (2004) and the framework education programme for pre-school education (2004). After 1990 there was a change of philosophy of viewing a child and its development - a personality-oriented model of pre-school education began to be applied. Transformed were the objectives for pre-school education and training and also the curriculum changed. The questionnaire survey in the practical part of this thesis investigates the view of kindergarten teachers to changes in pre-school practice in the period. The respondents perceive the change, especially in larger freedom in the planning and implementation of educational activities and the emphasis on child development. Teachers endorse the better equipped schools and a wide range of training possibilities for teachers. Conversely, teachers negatively value high class occupancy and financial evaluation of teachers.

Thesis deals with issues of cochlear implants. It is focused on pre-school children one year before attending basic school. Thesis discusses all requisites that precede, accompany and follow cochlear implantation. We primarily determined the possibilities of children with cochlear implants, whether they can reach approximate levels of communication as intact children of the same age specifically in development of passive vocabulary and in the ability of understanding of speech. We choose the test Diagnosis of Language Development (Diagnostika jazykového vývoje) by Gabriela Seidlová Málková and Filip Smolík. The results of tests of children with cochlear implants were compared with tests of intact children of the same age. Next we used analysis of expert literature and interviews with teachers to determine which particular factors have underlying influence in the process of therapy of children after cochlear implantation and which influence them enough so children with cochlear implants approach communication levels of intact children. These factors were tracked in case studies of two girls with cochlear implants. KEYWORDS: cochlear implants, passive vocabulary, understanding of speech, preschool age, speech therapy

TITLE: Conditions for the development of digital literacy of preschool children AUTHOR: Karolína Fenclová DEPARTMENT: Department of information technology and education SUPERVISOR: Ing. Irena Fialová, CSc. ABSTRACT This thesis analysis possibilities and directions of the development of digital literacy by preschool children. It describes the ways of creation and the construction of children's information-technology competencies in preparation for the first grade of elementary school. The theoretical part defines some basic terms such as digital literacy, ICT literacy and others, it describes specifics of development of the child's preschool and shows the possibilities of using of digital technology in nursery school. The practical part of the thesis investigates how information technologies are incorporated into the education of children in nursery school; it investigates development of information-technology competencies of children of preschool age by work on computer and by interview of children and of their parents. On the basis of the discovered facts are showed ways for the development of the information-technological competencies of preschool children. KEYWORDS digital literacy, ICT literacy, information-technological competencies, information and communication technologies, preschool age, preschool...

This thesis is focused on relaxation regime in the life of pre-school kids in their family and in nursery school. In theoretical part child's needs and rights, evolution of motivation, emotionally-moral evolution and socialization of children in the given age group are defined. In the next part aims and conditions of contemporary nursery school its daily regime, rhythm and rituals are described. This work also deals with the work of a teacher and his competences. The following part is dedicated to contemporary family, its educational styles and current relationship between school and family. In the final part of the theoretical part sleep and relaxation and its importance as well as sleep malfunctions are described. Practical part is aimed at relaxation regime in families of the children and in nursery school. Through questionnaires state of relaxation regime in families and in two classes of nursery school was established. After implementing organizational and material suggestions in two classes of nursery school impact of these innovations on happiness of children and view of teachers of these changes was evaluated after six months. The result of the survey shows what influence on quality of relaxation regime in nursery school organizational and material changes have and how are teachers capable...

Title: The Level of Postural Maturation of Children in Athletic-preparatory Schools Author: Terezie Janečková Objective: There are more and more athletic-preparatory schools in athletic units and clubs nowadays. Athletic-preparatory school means a group of five or six-year-old children with one or two training lessons per week. Czech athletic association wants to spread an interest in athletics among parents and their children, to find athletic talents as soon as possible and develop them by this way. The recruitment of children at this age already exists in many sports, but it is new in athletics in the Czech Republic. But that does not go for everyone that this sport training at preschool age is the appropriate and healthy way for a child motor development. I would like to evaluate the influence of athletic-preparatory schools on the child motor development. Due to the fact that there are no tests to apply for this purpose in literaure, we have to compose our own set of tests, which are used in physiotherapy. The theoretic part of the work is a bibliographic search of accessible information about postural maturation and motor development. The experimental part of the work is an evaluation of the level of postural maturation of children in athletic-preparatory schools before their start of regular...

The theoretical part has two main aims. The first one is to clarify terms related to multiculturalism using professional literature. The second very important aim is to introduce the Japanese culture, the evolution of Japanese family and the status of a child in society. Also there is the outlook on Japanese preschool education institutions. These information comes basically from the interview with the Japanese national, nevertheless some additional information comes from literature. The aim of the practical part is analysed the stay of seven Japanese children in the kindergarten in one class during approximately three years. Then it introduce integration program of Japanese children to typical Czech kindergarten which is based on practical experiences. Also the practical part describes the preschool attendance of the foreign children in one kindergarten during 10 years. The research has proved the attendance of the foreign children to other kindergarten in Prague parts Břevnov, Dejvice and Hanspaulka. As well the research presents teacher's experiences with multiculturalism and multicultural education.

in English Usage and Application of Fairy Tale Test in Czech Republic (for the boys from capital city 6-12 years old) This graduate work deals with the Fairy Tale Test and its application in the Czech Republic. The theoretical part presents characteristics of children in preschool, early school and middle school age. This section is concerned with importance of the fairy tales for children and emphasis is especially laid on fairy tales that uses the Fairy Tale Test. It presents the problems with children's diagnosis and introduces the Fairy Tale Test. The empirical part deals with the practical use of the Fairy Tale Test in the Czech Republic. Test was used in 60 boys aged 6-12 years from the capital city. The obtained data of children 6-7 years old was compared with data of another region. The data of 8-12 years old was compared with the CPQ and Questionnaire style education using correlation analysis. The data show that the Fairy Tale test is a good diagnostic tool with broad application also in the Czech Republic. Hopefully it will be soon standardized for the Czech Republic. KEY WORDS: preschool age, school age, fairy tales, interpretation of fairy tales, psychodiagnostics, the Fairy Tale Test.