This diploma thesis aims to introduce the topic of emotion stimulation and emotion regulation in pre-school age from the perspective of adults and to look for institutional possibilities of development and support of emotional development of pre-schoolers. The text consists of two main parts: theoretical and empirical. In the theoretical part, the main terms of the thesis (emotion stimulation and emotion regulation) are introduced and presented in the context of pre-school age. In this context, the focus is on the two main areas of a pre-schooler's life: family and, primarily, kindergarten. This part of the thesis is concluded by a summary of the importance of the optimal stimulation and support of the emotion regulation skills in pre-schoolers. The empirical part has a qualitative character. It explores how selected kindergarten teachers (n=5) stimulate and regulate emotional expression of their pupils. The empirical survey uses thematic analysis of semi-structured interview and video recording. The results of the analysis are discussed in the final chapter. Keywords: emotion stimulation, emotion regulation, pre-school age, kindergarten, emotion regulation strategies
| Identifer | oai:union.ndltd.org:nusl.cz/oai:invenio.nusl.cz:369979 |
| Date | January 2017 |
| Creators | Maciažková, Markéta |
| Contributors | Gillernová, Ilona, Šírová, Eva |
| Source Sets | Czech ETDs |
| Language | Czech |
| Detected Language | English |
| Type | info:eu-repo/semantics/masterThesis |
| Rights | info:eu-repo/semantics/restrictedAccess |
Page generated in 0.0019 seconds