"1802-3061" . "RIV/00216208:11410/12:10127817!RIV13-MSM-11410___" . "17"^^ . "preschool; environmental education"@en . . "P\u0159\u00EDsp\u011Bvek navazuje na p\u0159edchoz\u00ED publikace obou autorek (Jan\u010Da\u0159\u00EDkov\u00E1, 2008, Kapuci\u00E1nov\u00E1, 2010) a je zam\u011B\u0159en na EVVO v M\u0160. Jeho c\u00EDlem je poskytnout u\u010Ditelk\u00E1m M\u0160 oporu p\u0159i realizaci EVVO. Podn\u011Btem pro jeho vznik byly rozhovory s u\u010Ditelkami z mate\u0159sk\u00FDch \u0161kol uskute\u010Dn\u011Bn\u00E9 na p\u0159edn\u00E1\u0161k\u00E1ch a semin\u00E1\u0159\u00EDch. U\u010Ditelky na nich opakovan\u011B upozor\u0148ovaly na nedostatek komplexn\u011B pojat\u00FDch podklad\u016F pro realizaci EVVO. Re\u0161er\u0161n\u00ED \u010D\u00E1st je v\u011Bnov\u00E1na EV v M\u0160 v zahrani\u010D\u00ED i u n\u00E1s; poukazuje na zji\u0161t\u011Bnou nedostate\u010Dnou pozornost v\u00FDzkumn\u00FDch pracovn\u00EDk\u016F environment\u00E1ln\u00ED v\u00FDchov\u011B v p\u0159ed\u0161koln\u00EDm v\u011Bku (Davis, 2009) a z\u00E1rove\u0148 popisuje jist\u00E9 zlep\u0161ov\u00E1n\u00ED situace v n\u011Bkolika posledn\u00EDch letech. V\u00FDstupem zde prezentovan\u00E9ho kvalitativn\u00EDho \u0161et\u0159en\u00ED (vyu\u017E\u00EDvaj\u00EDc\u00EDho vybran\u00E9 n\u00E1stroje zakotven\u00E9 teorie) jsou navr\u017Een\u00E1 krit\u00E9ria realizace a autoevaluace environment\u00E1ln\u00ED v\u00FDchovy v p\u0159ed\u0161koln\u00EDm vzd\u011Bl\u00E1v\u00E1n\u00ED v \u010Cesku. Tento materi\u00E1l mohou u\u010Ditelky okam\u017Eit\u011B pou\u017E\u00EDt v praxi (\u00FAprava \u0160VP PV, vytvo\u0159en\u00ED n\u00E1stroje evaluace, resp. autoevaluace). M\u016F\u017Ee slou\u017Eit tak\u00E9 jako v\u00FDchodisko pro odbornou diskusi c\u00EDl\u016F, obsahu, podm\u00EDnek vyu\u010Dov\u00E1n\u00ED, prost\u0159edk\u016F, metod i kompetenc\u00ED u\u010Ditelek (u\u010Ditel\u016F)."@cs . "RIV/00216208:11410/12:10127817" . "Environmental education in preschools - looking for the optimal ways how to do it"@en . "CZ - \u010Cesk\u00E1 republika" . . . "Envigogika" . . "11410" . . "[F6FA96134A36]" . . . "Environment\u00E1ln\u00ED v\u00FDchova v p\u0159ed\u0161koln\u00EDm vzd\u011Bl\u00E1v\u00E1n\u00ED - hled\u00E1n\u00ED optim\u00E1ln\u00ED podoby"@cs . "7" . "134570" . . . . "P\u0159\u00EDsp\u011Bvek navazuje na p\u0159edchoz\u00ED publikace obou autorek (Jan\u010Da\u0159\u00EDkov\u00E1, 2008, Kapuci\u00E1nov\u00E1, 2010) a je zam\u011B\u0159en na EVVO v M\u0160. Jeho c\u00EDlem je poskytnout u\u010Ditelk\u00E1m M\u0160 oporu p\u0159i realizaci EVVO. Podn\u011Btem pro jeho vznik byly rozhovory s u\u010Ditelkami z mate\u0159sk\u00FDch \u0161kol uskute\u010Dn\u011Bn\u00E9 na p\u0159edn\u00E1\u0161k\u00E1ch a semin\u00E1\u0159\u00EDch. U\u010Ditelky na nich opakovan\u011B upozor\u0148ovaly na nedostatek komplexn\u011B pojat\u00FDch podklad\u016F pro realizaci EVVO. Re\u0161er\u0161n\u00ED \u010D\u00E1st je v\u011Bnov\u00E1na EV v M\u0160 v zahrani\u010D\u00ED i u n\u00E1s; poukazuje na zji\u0161t\u011Bnou nedostate\u010Dnou pozornost v\u00FDzkumn\u00FDch pracovn\u00EDk\u016F environment\u00E1ln\u00ED v\u00FDchov\u011B v p\u0159ed\u0161koln\u00EDm v\u011Bku (Davis, 2009) a z\u00E1rove\u0148 popisuje jist\u00E9 zlep\u0161ov\u00E1n\u00ED situace v n\u011Bkolika posledn\u00EDch letech. V\u00FDstupem zde prezentovan\u00E9ho kvalitativn\u00EDho \u0161et\u0159en\u00ED (vyu\u017E\u00EDvaj\u00EDc\u00EDho vybran\u00E9 n\u00E1stroje zakotven\u00E9 teorie) jsou navr\u017Een\u00E1 krit\u00E9ria realizace a autoevaluace environment\u00E1ln\u00ED v\u00FDchovy v p\u0159ed\u0161koln\u00EDm vzd\u011Bl\u00E1v\u00E1n\u00ED v \u010Cesku. Tento materi\u00E1l mohou u\u010Ditelky okam\u017Eit\u011B pou\u017E\u00EDt v praxi (\u00FAprava \u0160VP PV, vytvo\u0159en\u00ED n\u00E1stroje evaluace, resp. autoevaluace). M\u016F\u017Ee slou\u017Eit tak\u00E9 jako v\u00FDchodisko pro odbornou diskusi c\u00EDl\u016F, obsahu, podm\u00EDnek vyu\u010Dov\u00E1n\u00ED, prost\u0159edk\u016F, metod i kompetenc\u00ED u\u010Ditelek (u\u010Ditel\u016F)." . . . "Environment\u00E1ln\u00ED v\u00FDchova v p\u0159ed\u0161koln\u00EDm vzd\u011Bl\u00E1v\u00E1n\u00ED - hled\u00E1n\u00ED optim\u00E1ln\u00ED podoby" . "2"^^ . . "Jan\u010Da\u0159\u00EDkov\u00E1, Kate\u0159ina" . . "Environment\u00E1ln\u00ED v\u00FDchova v p\u0159ed\u0161koln\u00EDm vzd\u011Bl\u00E1v\u00E1n\u00ED - hled\u00E1n\u00ED optim\u00E1ln\u00ED podoby"@cs . "Kapuci\u00E1nov\u00E1, Magdalena" . "1"^^ . "1" . "Environmental education in preschools - looking for the optimal ways how to do it"@en . "Contribution builds on the previous publication of both authors (Jan\u010Da\u0159\u00EDkov\u00E1, 2008, Kapuci\u00E1nov\u00E1, 2010) and is focused on EE in nursery schools. Its objective is to provide support in the implementation of EE to nursery school teachers. The teachers they repeatedly stress the lack of a comprehensive focus of the documentation for the implementation of preschool EE. Part of the research is devoted to the EE in the nursery schools abroad and in Czech republic. Points out the lack of attention of researchers, EE in pre-school age (Davis, 2009). The output here is presented the qualitative investigation (using the selected instruments enshrined the Grounded theory) are proposed criteria for the implementation of the autoevaluation and the environmental education in pre-school education in the Czech Republic. In total, approximately 100 criteria laid out by. It was broken down into categories (areas) and, optionally, and subcategories and are presented in a separate document the key areas and criteria for the implementation of the EE in pre-school age in the chapter of results. The first area is focused on the child (children) and is to be on the development of environmental sensitivity training, learning patterns, the development of research skills, involvement in the sustainable life. The second area concerns the person educationers, especially the nursery school teachers, but leaves a space for reflection on the importance of parents and other adults. The third area focuses on the influence of the environment, is broken down into subcategories of the garden (or the nearest outdoor) of the the nursery and the indoor environment of the nursery school. The material presented here can be used immediately in practice teachers."@en . "Environment\u00E1ln\u00ED v\u00FDchova v p\u0159ed\u0161koln\u00EDm vzd\u011Bl\u00E1v\u00E1n\u00ED - hled\u00E1n\u00ED optim\u00E1ln\u00ED podoby" . "I" .