Who is Normal? Alias Teacher's Personal Constructs of Normality

AbstractIn everyday social contact we commonly use terms like “normal” or “not normal” or “abnormal” to describe another person. What is actually meant by”normal person” that is a question to which we are trying to find the answer in our paper. We present a view of university students (department of teaching and special education, N = 99). The descriptors are obtained by Kelly REP test method

DATA for research on children's drawing: free drawing, preschool children and first graders (N=204)

Here are the data:- about child respondents: class, gender, administrator code;- about the drawings: the number of objects in the drawing, the presence of defined themes in the drawing, the name of the drawing (given by the child), a verbal description of the drawing (including information about the repetition of the object).</p

When Parents and Teachers Assess Intellectual Giftedness of Preschool Children

The paper deals with the possibility of using a screening method for the assessment of intellectual giftedness at preschool age by two groups of persons – nursery teachers and parents. It presents The Characteristics of Giftedness Scale (CGS) for preschool children from Linda Silverman and its Czech translation that was verified from the aspect of parallel validity with a standardized IQ test. The CGS was filled in by experienced nursery teachers and by parents of preschool children and their assessments were analysed from the aspect of similarity and diversity. The results show that teacher assessment is closer to the IQ test results compared with parents who tend to overestimate their children. Eight items with low agreement between the two groups of respondents were identified and their expected sources discussed

Rozvoj emoční inteligence u studentek učitelství předškolního a elementárního vzdělávání

Cílem studie je ověřit vliv inovované výuky na změny emoční inteligence studentek předškolního a elementárního vzdělávání. Sekundárním cílem je předsta­vit čtenáři postupy a přidanou hodnotu používaných vzdělávacích aktivit u studen­tek. Jedná se o intervenční studii za využití kvantitativního přístupu. Intervence spo­čívaly v aktivitách rozvojového projektu Nebojme se prožívání během akademického roku 2021/2022 a promítly se ve změně přístupu vyučujících k výuce zaměřené na rozvoj emoční inteligence studentek. Ke zjištění dopadů intervence bylo testováno 98 studentek a studentů testem emoční inteligence MSCEIT (pretest i post test). Za dobu cca 7 měsíců intervencí nedošlo k statisticky významné změně emoční inteli­gence studentek a studentů

Preschool Children’s Drawings: Frequency and Theme Analysis

The preschool age is called the golden age of drawing; drawing is a “golden” mediator of literacy development. In this article, we focus on the content the preschool children put into their drawings. The goal of study has been the comparison of preschool children’s drawings with respect to the thematic categories of drawn object, and to identify differences between boys and girls. There were analyzed pictures (N=61) drawn by preschool children, from 5 years and 9 months to 6 years and 11 months. Pictures were drawn following the content-neutral (indifferent) instruction: “Draw, what is on your mind now.” The obtained data were subjected to thematic and frequency analysis. Results: data shows that the average number of objects is higher in girls’ drawings: girls drew 4±5 objects on average, while boys drew only 2±2. The number of drawn objects increases with age. Objects drawn could be divided onto 14 thematic categories; most popular are natural objects (sun, mammal, flowers, clouds etc.). The most popular theme in the group of boys are Vehicles, in girls group themes vary more. Practical impact: if we know what children like to draw, we have a strong motivating element for the development of communication literacy, especially writing