This thesis deals with the algorithm of division with a remainder in connection with the development of cognitive abilities of Czech pupils. Due to the usual inclusion of this thematic unit (division with a remainder) in the third year of primary school, theoretically focused chapters dedicated to human ontogenesis, with regard to the child's cognitive development and educational system in the Czech Republic, are incorporated. From the thematic perspective, the work analyzes selected comprehensive series of textbooks for first grade of primary school, differentiating the exercises from propaedeutic through an introduction and application to non-standard tasks. Thesis examines the commonalities and differences in the concept of the analyzed textbooks by various authors. One of the criteria is the evaluation of approach to teaching based on identifying elements of constructivism or transmission. Another objective of the work is a research of selected problem-solving strategies of students dealing with tasks comprising division with a remainder. Solution methods were obtained by assigning of diagnostic test to pupils of a first grade of primary school. KEYWORDS division with a remainder, a primary school aged child, cognitive development of a child, teaching styles - transmission, constructivism,...

Master's thesis "Classrooms' psychosocial chmate in the secondary schools of different focus" is divided into the theoretical part and the practical part. In the theoretical part the main focus is dedicated to an explanation of the basic terms concerning the theme followed by the analysis of its parts. This is mainly an analysis of classroom development, stages, types of class climate and mapping the factors that contribute to create the climate in the class including gender difference. The key attitudes towards the class climate research, the exploratory method which has been used in the practical part also play an important role in the theoretical part. The empirical part focuses on diagnosis of classrooms'climate at selected secondary schools of different focus in the region Klatovy and summarizes the results received by quantitative method through selected standardized questionnaire KLIT. The aim of this part is firstly to compare school climate in the secondary schools of different focus including evaluation of stated hypothesis in the research and secondly interpret the discovered information.

This diploma thesis deals with the number line as a tool to improve pupil's understanding of various mathematical concepts, structures, properties and algorithms. The aim of the thesis is to determine how are lower secondary pupils able to use the number line and to connect findings with the content of their textbooks. The thesis consists of a theoretical and a practical part. The theoretical part introduces the topic of number line, deals with the problems used for testing in the Czech Republic and presents several researches on this topic. The theoretical part, together with the analysis of current state of the number line usage in teaching, serves as a basis for an experimental investigation that is covered in the practical part. After a pilot testing with 19 pupils, the main testing was conducted in 7 classes of two Prague primary schools. The total of 156 pupils participated in the main testing and 8 of the pupils were later interviewed about their tests. The results are presented in the practical part. It turned out that there is a correspondence between textbook content and pupils' errors while working with number line and that pupils struggle with representing of fractions on the number line. In the conclusion some recommendation for teachers were put forward concerning the usage of the...

Diploma thesis responds to the current topic of education of pupils-foreigners at the Czech primary schools. It mainly focuses on the problem of pupils-foreigners' integration into regular learning process and identification of effective ways of learning support in teaching of these pupils. The theoretical part summarizes knowledge related to the mentioned problems. Emphasis is placed on defining the main communication barrier in pupils-foreigners' learning. Further are presented methodological recommendations and inspiration available from expert literature, which relate to the pupils-foreigners' inclusion into regular lessons. The practical part is aimed at helping teachers-beginners. It is based on qualitative research constisting of research methods of interview, expert questionnaire and reflective analysis of its own experience. Therefore, it brings and evaluates the way in which the communication between teachers and pupils-foreigners takes place in the common practice of several Prague's primary schools. The outcomes include examples of good teaching experience, methodological strategies and other recommendations that help pupils-foreigners to overcome the communication barrier.

This thesis is focused on an education of students with different mother language (OMJ) at the first degree of primary school. It's consist of two parts. The terms specified in the theoretical part are related to student OMJ, influence of foreigners in Czech republic. This part is also focused on educating student with OMJ at Czech primary schools. The practical part of thesis describes research which was implemented in various schools. Qualitative part of this research was made on sample of five students with different mother language, who each visits different primary school. The goal of the whole research was the obtain data about education of students and also the way the teachers works with their language goals of teaching. KEYWORDS Pupil with a different mother language, migration, education, czech as a foreign language, inclusion, integration, observation, casuistry

This diploma thesis deals with the competencies of teachers in order to develop passion for reading in pupils at primary schools (up to Year 5). The first chapter discusses the technical terminology which all teachers who desire to encourage reading in pupils should be familiar with. The second chapter details the competencies of teachers focusing on reading. The thesis subsequently concentrates on the options which teachers have at their disposal to encourage reading in schools, i.e. what strategies and methods can be chosen and what reading projects teachers can participate in with their pupils. The last chapter describes other conditions that can also affect the development of reading, such as working with pupils with specific learning disabilities (SLD), safe environment or further education of teachers and educators, which I personally find absolutely essential. The aim of the practical part of this study is to determine how beginner and experienced teachers develop pupils' passion for reading and to compare their competencies. In order to find the answer, qualitative research methods were used - observation and interviews with teachers. This approach enabled me to compare their competencies and discover that they were almost identical. I ascribe this finding especially to the fact that both...

The thesis deals with communication abilities of pupils attending special elementary school. The theoretical part summarizes the general knowledge of communication, the development of speech in the healthy population and impaired communication abilities. It also deals with the description, the etiology and symptoms of mental disability, Down syndrome and combined disabilities, especially cerebral palsy. The final part summarizes knowledge of augmentative and alternative communication used for patients with severely impaired communication skills. The practical part consists of the interpretation of the results of the research, dealing with the analysis of the communication skills of pupils from special elementary school, especially comparisons of evaluations of this communication by family members and professionals who work with the specific person. The result of the research is the fact that the communication skills of students from special elementary schools are very individual and family assessment and key worker may not coincide. It always depends on the type of disability, support of families and professionals as well as the personality traits of the individual. In any event, there has to be a good cooperation between family and professionals that helps to set up communication development to...

The main aim of this diploma thesis is to make a contribution to discussion about suitability of using board games in education and to confirm that making use of board games is a valid didactical method used for teaching Czech language. Theoretical part is focused on play and game, making use of games in education, board games, their characteristics, categories, types and utilization in education. Following chapters explore advantages and disadvantages of using board games for teaching Czech which encounter Primary school teachers and contributions of games to devepolment of key competences. Further in the work, an overview/summary of Czech language board games suitable for teaching Czech and available on the Czech market is stated. These games were evaluated according to beforehand set criteria. A collection of my own board games created for needs of Czech language Primary school teachers follows.

Abstract In educational-psychological research it is difficult but necessary to grasp the way an individual’s existence is delineated through the possible futures that are inher-ent in each present situation. Systemic psychology (theory of organism-environment -system) and subject-scientific psychology have risen to this challenge in psychological research. Systemic psychology has developed concepts and methodology for understanding the individual human being and his/her environment as a unitary system that is always organised so as to participate in the production of common results in the future (e.g. in maintaining everyday practices in a school). Subject-scientific psychology has developed concepts and methodology that overcome the distinction between the natural and the societal dimensions of an individual’s existence. An individual’s existence is seen as mediated through societally produced possibilities for action and experience. In this study systemic educational psychology is developed in a dialogue with subject-scientific psychology. The study consists of four parts that address particular questions related to the aim of this study. The first part asks and describes how a systemically oriented researcher in experiences can draw from conceptions and methodological principles in subject-scientific psychology. The second part asks and describes more thoroughly what is subject-scientific research into subjective experience like. The third part asks and describes how a particular edu-cational-psychological practice (SOLMU-education of counselling skills) can be seen as part of subject-scientific research into subjective experience. The fourth part asks and describes what kind of knowledge SOLMU-education as part of systemic (and subject-scientific) research into subjective experience can produce. The description in the fourth part is made by analysing three cases of everyday practices in pupil welfare services. The study shows that it is possible to develop systemic psychology in a dialogue with subject-scientific psychology. The developing dialogue between the two approaches brings a possibility for conceptualising and researching both psycho-physiological and societal-cultural aspects of human existence with commensurable concepts. The study illustrates how educational psychology can take into account the individual, communal and societal in subjective experience. / Tiivistelmä Inhimillisen olemassaolon mahdollisuusluonteen huomioiminen kasvatuspsyko-logisessa tutkimuksessa on tärkeää, mutta vaikeaa. Systeemisessä (eliö-ympäristö -järjestelmän teoria) ja subjektitieteellisessä psykologiassa on tartuttu tähän haastee-seen. Systeemisessä psykologiassa on kehitetty psykologista käsitteistöä ja metodologiaa, jolla on mahdollista tarkastella yksilöä ja hänen ympäristöään yhtenä systeeminä, joka on aina organisoitunut tuottamaan tietynlaisia toiminnan tuloksia tulevaisuudessa (esim. ylläpitämään koulun arkisia käytänteitä). Subjektitieteellisessä psykologiassa on kehitetty psykologista käsitteistöä ja metodologiaa, joka ylittää vastakkainasettelun inhimillisen olemassaolon luonnollisen ja yhteiskunnallisen ulottuvuuden välillä. Yksilön olemassaolon nähdään toteutuvan aina yhteiskunnallisesti tuotettujen toiminnan ja kokemisen mahdollisuuksien myötä. Tässä tutkimuksessa kehitetään systeemistä kasvatuspsykologiaa dialogissa subjektitieteellisen lähestymistavan kanssa. Tutkimus koostuu neljästä osasta, joissa tarkastellaan työn yleiseen ta-voitteeseen liittyviä erityiskysymyksiä. Ensimmäisessä osassa kysytään ja kuvataan, millä tavalla systeemisesti orientoitunut kokemuksen tutkija voi ammentaa subjektitieteellisen lähestymistavan käsitteistä ja metodologisista periaat-teista. Toisessa osassa kysytään ja kuvataan yksityiskohtaisemmin, minkälaista subjektitieteellinen kokemuksen tutkimus on. Kolmannessa osassa kysytään ja kuvataan, millä tavalla tietty kasvatuspsykologinen am-mattikäytäntö (SOLMU-koulutus) voidaan hahmottaa osana subjektitieteellistä tutkimusta. Neljännessä osassa kysytään ja kuvataan, minkälaista tietoa SOLMU-koulutus systeemisen (ja subjektitieteellisen) tutkimuksen osaksi ymmärrettynä tuottaa. Neljännessä osassa tiedon luonnetta havainnolliste-taan analysoimalla kolmea tapausta oppilashuoltotyön arjesta. Tutkimuksessa osoitetaan, että systeemistä psykologiaa voidaan kehittää dialogissa subjektitieteellisen psykologian kanssa. Kehittyvä dialogi lähestymis-tapojen välillä mahdollistaa pitkällä tähtäimellä inhimillisen olemassaolon psyko-fysiologisen ja kulttuuris-yhteiskunnallisen ulottuvuuden käsitteellistämisen sekä empiirisen tutkimuksen yhteismitallisilla käsitteillä. Tutkimuksessa havainnollis-tetaan, kuinka kasvatuspsykologiassa voidaan huomioida subjektiivisen koke-muksen yksilöllisyys, yhteisyys ja yhteiskunnallisuus.

The presented diploma thesis deals with the means of communication (sign language, signed language, written language, finger alphabet, etc.) used by teachers in schools for pupils with hearing impairment in Prague and Munich. The work is interested in the topic of related educational approaches, which schools, or teachers use, and what means of communication they prefer. Using observation methods and questionnaires, it wants to find out what or who leads the educators to the chosen communication means and what they think about their own communication competencies. In addition, it compares the current situation of this issue at the elementary schools for the hearing impaired in Prague and Bavarian Munich. The first chapter focuses on which kind of pupils are attending schools for the hearing impaired and what are the possibilities for communication. The second chapter deals with approaches to the education of pupils with hearing impairment. In addition to basic approaches (oral, total, bilingual) describes the approach by American linguist D. A. Stewart, which was developed for the needs of the classroom. Before comparing the results of the research, there are two chapters dealing briefly with descriptions and history (particularly from the point of view of communication) of the researched schools....