This cross-validation study investigated the extent that a Spanish narrative language dynamic assessment accurately identified students with and without language disorder across three separate samples of bilingual and monolingual Spanish-speaking students from Guatemala, Mexico, and the U.S. Students with language disorder and students with typically developing language were administered a narrative dynamic assessment in Spanish. A test-teach-retest format of dynamic assessment was followed and student modifiability, or learning ability, was rated directly following the teaching phase of the assessment. Results indicated that the most predictive dynamic assessment variables for the Guatemalan sample were posttest scores combined with two separate modifiability measures (i.e., total modifiability scores and modifiability final judgment scores). These same variables were applied in the cross-validation classification analyses of the Mexico and U.S. samples with good classification accuracy achieved. The results of this study indicate that a Spanish narrative dynamic assessment may be a culturally appropriate diagnostic tool in identifying Spanish-speaking students with language disorder.

The study involved 87 school-age participants in the Zhang Sah afterschool program located in Philadelphia, PA during the 2015-2016 school years. The study sought to identify if relationships exist between the participants’ results for physical competency as measured by Fitnessgram™, socio-emotional competency as measured by SAYO™, and cognitive competency as measured by school report card grades and literacy levels. The study’s findings revealed participants’ achieving levels of competency in fitness, socio-emotional learning and academic achievement. The most significant variables related to the participants’ results were adiposity, Body Mass Index, and low socio-economic status. The older school-age participants’ results revealed few significant associations between fitness and socio-emotional learning except for associations between core body strength and leadership, and resilience and science grades. The young school-age participants’ results revealed significant associations between flexibility and science grades, as well as socio-emotional learning and grades and reading level. / Educational Leadership

The purpose of this qualitative survey is to create a deeper understanding of the school-age educare in Swedish schools, the language development for newly arrived students and what challenges there are, as well as how school-age educare teachers collaborate with guardians and other people in the school to be able to contribute to the language development of newly arrived students. We interviewed four school-age educare teachers from schools in the greater Stockholm area and analyzed the results from a social constructionist perspective and previous research in this area. The results from our study indicate that school-age educare teachers work with newly arrived students' language development in different ways, but there are shortcomings in terms of strategies, tools, methods, and processes. There is a need for skills development to improve this work. In addition, good collaboration between the staff and guardians is essential to achieve better results. Since newly arrived students have different needs and backgrounds, it is important to take this into account and strive for the right conditions so that a safe, inclusive social environment can be created. The school needs to work to find solutions for competence development and improved cooperation in their operations. A fascinating future research area focusing on the language development of newly arrived students is regarding tools, training, and frameworks for after-school teachers. It is about how modern digital tools such as Google Translate and AI services can support after-school teachers in creating a more inclusive learning environment.

The purpose of the study is to determine what degree of relationship exists between chronological age and performance in the first grade.

This diploma thesis deals with the influence of the school ski training course on the physical, mental and social aspects of the development of younger and older pupils. It seeks to interpret the gained experience, the degree of pupil development in the given areas, the observations and feelings of the students who have recently completed the course. part we deal with the history of skiing, regularities in individual age categories, suitable ski equipment for children, ski training and the school ski course itself. We also dealt with current environmental problems as well as hippokinesis and its consequences. For the research part we used the questionnaire as a research method. We work with pupils in grammar school in the the Czech Republic. Key words downhill skiing, ski training course, elementary school, pupil development, younger school age, older school age

This diploma thesis is focused on the problematics of examination of tactile perception in older school-age pupils with severe visual impairment. The thesis has got three main parts. The first part deals with tactile perception, defines its main characteristics, properties and obstacles associated with tactile perception. It also deals with the role of touch in the life of pupils with visual impairment. A large part of this chapter focuses on the description of orientation aids for visually impaired students. In conclusion, there are mentioned the diagnostic instruments by which the tactile perception is judged. The second part deals with the Tactual Profile observation instrument. There is a detailed description of its purpose and use and there are also mentioned foreign studies on this instrument of Dutch origin. The practical part includes the study of the level of tactile perception in school-aged pupils with visual impairment through the Tactual Profile test. The aim of this diploma thesis is to determine the functionality and usability of this test material (Tactual Profile) in praxis in the given age group of pupils and students with visual impairment. Keywords Tactile perception, touch, visual impairment, Tactual Profile test, school age, older school-age pupils, diagnostics, blindness.

The diploma thesis deals with the art studies of reality at primary school. The thesis is divided into a theoretical and an empirical part. The theoretical part has three chapters in total. The first one is focused on the definition of the reality study and its development from prehistoric times to contemporary art. In the second, the focus is on the historical and contemporary concepts of art education. The last section is devoted to the ontogenetic pupils' development of younger and middle school age. Although reality study is found in the curriculum, there is considerable reserve in its application in art education. In the empirical part, we find out what teachers respond to the study of reality as a concept, and whether they are aware of when this issue is introduced into art lessons, or if they reveal some progress in pupil's speech. Through the research method, an interview was selected, which is a qualitative research.

The subject of this thesis is introduction of interpersonal relationships theme to pre-school age children. The aims of this work are: a) To introduce books with interpersonal relationships themes intended for pre-school age children. b) To ascertain if and in what way is this theme used in pre-school setting and where the pre-school educators take inspiration from when choosing quality literature for children. c) To propose, realise and reflect on activities (connected to chosen books with interpersonal relationships themes introduced through a child hero) which develop the key competencies of pre-school children related to reading. The practical part was built on data collection through online questionnaire for teachers; the aim was to ascertain whether interpersonal relationships topics are used in practice when working with books in pre-school setting and where the educators find inspiration when searching for this type of literature intended for pre-school children. The second part contains suggestions and realization of activities connected to chosen books with the interpersonal relationships theme introduced through a child hero, which develop the key competencies of pre-school children related to reading according to Curriculum Framework for Pre-School Education and the reflection on these...

Title: Evaluation of hypermobility in school-age children corresponding to a high level of evidence - literature research Objectives: This diploma thesis is focused on a summary of currently used methods corresponding to a high level of evidence for the diagnosis of joint hypermobility in school-age children. It aims to evaluate the most commonly used methods and procedures that a physiotherapist can use and find out what are the most common limits and problems we may encounter during the examination of joint hypermobility in paediatric patients. Methods: This work is processed in the form of a literature search. It is divided into two parts. The first part of the diploma thesis summarizes the issue of joint hypermobility in general and the specifics of joint hypermobility in the paediatric population. The physiotherapeutic methods, that are used to assess and diagnose joint hypermobility are also described in detail. The second part consists of tables with an overview of research results and the concludes with a discussion of the results concerning the evaluation of the use of individual diagnostic methods with respect to future research. Results: The number of available clinical trials, which would allow us to evaluate which one of the methods, corresponding to a high level of evidence, is the...

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