Dissertations / Theses on the topic 'The program RWCT'

Компетенцијски приступ у оквиру нове образовне парадигме, подстицање функционалног образовања и стварање услова за развој критичког мишљења ученика у оквиру наставног процеса, потреба за преобликовањем дидактичко-методичке организације наставе, опредељују основне смернице и потребе које карактеришу ово истраживање и пројектне задатке.Теоријски оквир предметa истaживaњa повезује двa концептa који се односе нa сaвремене обрaзовне и реформске процесе у средњошколском обрaзовaњу у нaшој земљи. У дидaктичко-методичком смислу то је модел минимaлне педaгошке интервенције, кроз примену одређеног прогрaмa унутaр нaстaвног процесa, a у реформском смислу, то је процес екстерног вредновaњa и сaмовредновaњa, кaо зaконске регулaтиве којa обрaзовaње и стaндaрде сагледава кроз оствaреност потребног нивоa квaлитетa, нa линији усмерености кa пројектовaним исходимa тих процесa.Настава усмерена на ученика представља референтни дидактичко методички оквир програма RWCT. Прогрaм „Читaњем и писaњем до критичког мишљењa“ (енг. The Readnig and Writing for Critical Thinking-RWCT) конципиран је кроз сет сaвремених интерaктивних техника/поступака којим се подржaвa критичност у мишљењу и промишљaњу нaстaвних сaдржaјa у процесу aктивног учењa. Структурa нaстaве овог прогрaмa одвијa се по моделу Евокaцијa-Рaзумевaње знaчењa-Рефлексијa (енг. Evocation-Realization of meaning-Reflection) у којем се подстиче функционaлно обрaзовaње ученикa и стимулише креaтивност, рaзличити стилови учењa, кaо и стрaтегије кооперaтивног учењa, пројектне и тимске наставе. Циљ истaживaњa је био ипитaтaти дa ли и у којој мери прогрaм RWCT доприноси остaврености стaндaрдa квaлитетa појединих облaсти рaдa школе и то: нaстaвa и учење, обрaзовнa постигнућa ученикa и подршкa ученицимa у социјалном и личном развоју, у односу нa ученике и нaстaвнике који прaте нaстaвни процес по стaндaрдом плaну и прогрaму. Природa проблемa и постaвљени циљ истрaживaњa одређују кaрaктер истрaживaњa кaо ex-post-facto, (квaзи-екпериментaлно истрaживaње и то нaцрт сa неједнaком контролном групом).Нa плaну прaксе, знaчaј овог истaживaњa је довођење у релaцију прогрaмa RWCT и сaмопроцене одређених кључних облaсти стaндaрдa квaлитетa и проверa утицaјa прогрaмa нa ниво остaврености покaзaтељa квaлитетa. Стогa је ужи смисaо овог истрaживaњa дa се прибaве емпиријско квaнтитaтивни резултaти сaмопроцене кључних облaсти премa стaндaрдимa квaлитетa рaдa обрaзовно-вaспитних устaновa и то: нaстaве и учењa, обрaзовних постигнућa ученикa и подршке ученицимa из углa ученикa и нaстaвникa средњих школa. Ширa димензијa истaрживaњa, билa би довођење у везу прогрaмa RWCT сa сaмопроценом релевaнтних облaсти, кaко би истрaживaњем проверили дa ли прогрaм утиче и у којој мери нa ниво оствaрености индикaторa преко којих се дефинишу стaндaрди кључних облaсти, релевaнтних зa овaј истрaживaчки пројекaт. Истрaживaње се позиционирa нa дихотомији сaгледaвaњa рaзличитих димензијa школске прaксе, из углa нaстaвникa и углa ученикa, потом се пореде процењене облaсти и трaже зaконитости у двоуглу проценa глaвних aктерa вaспитно-обрaзовног процесa.Популацију истраживања представљају наставници и ученици средњих стручних школа, тако да очекивани резултати који говоре у прилог тези, потенцијално одражавају и пресек постојећег стања на средњошколском нивоу стручног образовања у нашој земљи који карактерише спорост реформе образовног система као и ставове наставника и ученика о неопходности увођења промена у свакодневној школској пракси. У том смислу, валидирани упитник из овог истраживања могао би се применити и у сагледавању степена утицаја и неког другог иновативног модела на ниво остварености стандарда квалитета рада школе. Позитивна корелација иновираног приступа настави и стандарда квалитета рада школе могла би бити мотивациони замајац у професионалном развоју наставника који би уносили промену у школској пракси применом интерактивних наставних техника, у односу на стандардни наставни план и програм у традиционалном концепту наставе.Очекује се да наставници и ученици који наставу одређених предмета прате према програму RWCT у већој мери процењују оствареност показатеља квалитета у областима наставе и учења, образовним постигнућима ученика и подршци ученицима у личном и социјалном развоју. Резултати истраживања могли би указати, да ако наставници као агенси промене у васпитно-образовном раду, уносе промене у дидактичко-методичком смислу моделовања наставе (а уз помоћ предложеног валидираног упитника постоји могућност провере ефекта промене/иновативног модела на оствареност стандарда квалитета рада школе) онда би се резултати могли применити у процесима релевентним за педагошку и развојну психологију и имати утицај на школску педагогију.
Kompetencijski pristup u okviru nove obrazovne paradigme, podsticanje funkcionalnog obrazovanja i stvaranje uslova za razvoj kritičkog mišljenja učenika u okviru nastavnog procesa, potreba za preoblikovanjem didaktičko-metodičke organizacije nastave, opredeljuju osnovne smernice i potrebe koje karakterišu ovo istraživanje i projektne zadatke.Teorijski okvir predmeta istaživanja povezuje dva koncepta koji se odnose na savremene obrazovne i reformske procese u srednjoškolskom obrazovanju u našoj zemlji. U didaktičko-metodičkom smislu to je model minimalne pedagoške intervencije, kroz primenu određenog programa unutar nastavnog procesa, a u reformskom smislu, to je proces eksternog vrednovanja i samovrednovanja, kao zakonske regulative koja obrazovanje i standarde sagledava kroz ostvarenost potrebnog nivoa kvaliteta, na liniji usmerenosti ka projektovanim ishodima tih procesa.Nastava usmerena na učenika predstavlja referentni didaktičko metodički okvir programa RWCT. Program „Čitanjem i pisanjem do kritičkog mišljenja“ (eng. The Readnig and Writing for Critical Thinking-RWCT) koncipiran je kroz set savremenih interaktivnih tehnika/postupaka kojim se podržava kritičnost u mišljenju i promišljanju nastavnih sadržaja u procesu aktivnog učenja. Struktura nastave ovog programa odvija se po modelu Evokacija-Razumevanje značenja-Refleksija (eng. Evocation-Realization of meaning-Reflection) u kojem se podstiče funkcionalno obrazovanje učenika i stimuliše kreativnost, različiti stilovi učenja, kao i strategije kooperativnog učenja, projektne i timske nastave. Cilj istaživanja je bio ipitatati da li i u kojoj meri program RWCT doprinosi ostavrenosti standarda kvaliteta pojedinih oblasti rada škole i to: nastava i učenje, obrazovna postignuća učenika i podrška učenicima u socijalnom i ličnom razvoju, u odnosu na učenike i nastavnike koji prate nastavni proces po standardom planu i programu. Priroda problema i postavljeni cilj istraživanja određuju karakter istraživanja kao ex-post-facto, (kvazi-ekperimentalno istraživanje i to nacrt sa nejednakom kontrolnom grupom).Na planu prakse, značaj ovog istaživanja je dovođenje u relaciju programa RWCT i samoprocene određenih ključnih oblasti standarda kvaliteta i provera uticaja programa na nivo ostavrenosti pokazatelja kvaliteta. Stoga je uži smisao ovog istraživanja da se pribave empirijsko kvantitativni rezultati samoprocene ključnih oblasti prema standardima kvaliteta rada obrazovno-vaspitnih ustanova i to: nastave i učenja, obrazovnih postignuća učenika i podrške učenicima iz ugla učenika i nastavnika srednjih škola. Šira dimenzija istarživanja, bila bi dovođenje u vezu programa RWCT sa samoprocenom relevantnih oblasti, kako bi istraživanjem proverili da li program utiče i u kojoj meri na nivo ostvarenosti indikatora preko kojih se definišu standardi ključnih oblasti, relevantnih za ovaj istraživački projekat. Istraživanje se pozicionira na dihotomiji sagledavanja različitih dimenzija školske prakse, iz ugla nastavnika i ugla učenika, potom se porede procenjene oblasti i traže zakonitosti u dvouglu procena glavnih aktera vaspitno-obrazovnog procesa.Populaciju istraživanja predstavljaju nastavnici i učenici srednjih stručnih škola, tako da očekivani rezultati koji govore u prilog tezi, potencijalno odražavaju i presek postojećeg stanja na srednjoškolskom nivou stručnog obrazovanja u našoj zemlji koji karakteriše sporost reforme obrazovnog sistema kao i stavove nastavnika i učenika o neophodnosti uvođenja promena u svakodnevnoj školskoj praksi. U tom smislu, validirani upitnik iz ovog istraživanja mogao bi se primeniti i u sagledavanju stepena uticaja i nekog drugog inovativnog modela na nivo ostvarenosti standarda kvaliteta rada škole. Pozitivna korelacija inoviranog pristupa nastavi i standarda kvaliteta rada škole mogla bi biti motivacioni zamajac u profesionalnom razvoju nastavnika koji bi unosili promenu u školskoj praksi primenom interaktivnih nastavnih tehnika, u odnosu na standardni nastavni plan i program u tradicionalnom konceptu nastave.Očekuje se da nastavnici i učenici koji nastavu određenih predmeta prate prema programu RWCT u većoj meri procenjuju ostvarenost pokazatelja kvaliteta u oblastima nastave i učenja, obrazovnim postignućima učenika i podršci učenicima u ličnom i socijalnom razvoju. Rezultati istraživanja mogli bi ukazati, da ako nastavnici kao agensi promene u vaspitno-obrazovnom radu, unose promene u didaktičko-metodičkom smislu modelovanja nastave (a uz pomoć predloženog validiranog upitnika postoji mogućnost provere efekta promene/inovativnog modela na ostvarenost standarda kvaliteta rada škole) onda bi se rezultati mogli primeniti u procesima releventnim za pedagošku i razvojnu psihologiju i imati uticaj na školsku pedagogiju.

This thesis focuses on the issue of using the RWCT programme as well as components of Drama in Education in Czech language and literature classes in primary schools, especially when working with artistic texts. The theoretical part depicts the new concept of education, key competencies, goals in primary education and the importance of reading literacy. It presents information about the programmes of Reading and Writing for Critical Thinking (RWCT) and Drama in Education along with their goals, contents and methods and working with artistic texts. It also defines their identical and different components. The practical part examines how to work with one text in different ways and observes how individual goals in school classes change when using different methods of RWCT and Drama in Education. It provides specific suggestions for school classes when working with texts, their processing and evaluating with regard to the methods and education goals used. Key words: General education programme for primary education, key competencies, Czech language and literature, reading literacy, RWCT, Drama in Education, working with text

The thesis comprehends the topic of reading literacy development using methods of Reading and Writing for Critical Thinking (RWCT) at the first stage of primary education. The background of RWCT program is described in the first part of the thesis, along with defining the field of reading literacy. Several methods of the program are more thorougly analyzed, including their positive impact on development of the individual aspects of reading literacy. The research part examines the possibility of various constituents of reading literacy to be developed using RWCT methods, and the circumstances that have to be met in order to achieve it. The main focus of analysis lies in the benefits of reading workshop technique, and its application in overall development of reading literary and reading itself.

The diploma thesis deals with the application of the RWCT programme in the first grade at a primary school. It deals with the modification of three basic methods of this programme so that they will be useful for the lowest grade at a primary school. Particular methods are analysed from these points of view: the aims and the key competences that are mentioned in the RVP. The heart of the thesis is in one-year long research in the first grade where these methods were practiced with children. The other options of using the RWCT programme are discussed marginally and superficially. Key words: the key competences, the programme RWCT, the aims of education, the first grade, RVP ZV

The thesis on topic "Development of Metacognitive Thinking of Pupils by RWCT Practices" asks a research question: "How does RWCT develop the metacognitive thinking of pupils at elementary school and what are the outputs?" The aim is to find out the possibilities and the limits of the pupils' metacognition using the RWCT (Reading and Writing for Critical Thinking). In the theoretical part, this thesis deals with the definition of metacognition, relation among metacognition and autoregulation, metacognition and self-reflection, metacognition and teaching, and last but not least the RWCT procedures in terms of the objectives of the program itself and the objectives of the RVP ZV (Framework Educational Program for Basic Education). The possibilities of using the RWCT procedures in connection with the development of metacognitive thinking of pupils at elementary school level were examined using the action research that took place in a fifth grade, where RWCT procedures are being regularly used. During searching answer on the research question is used analysation and description on basis of participated observation, pupils' products, written reflection and pupils' self-reflection. Furthermore with non-structural interview. From action research results that RWCT practices initiate discussion between...

The thesis is focused on the programme Reading and Writing for Critical Thinking (RWCT) and its influence on the pupil's communication skills. The theoretical part provides factual information relating to the topic. It describes communication, communication skills, the status of communication in the Framework Education Programme for Primary Education and summarizes the information about the programme RWCT, its objectives, content and methods. The practical part deals with the influence of methods RWCT on improvment of pupil's communicative skills. It compares lessons at two elementary schools in terms of time, which is spended with pupil's communication, at which they have to express their own thoughts and opinions.

Diplomová práce se zabývá programem RWCT v souvislosti s výukou českého jazyka na 1. stupni ZŠ. Teoretická část zpracovává informace z odborné literatury. Tyto informace se týkají trendů v oblasti základního vzdělávání, konkrétněji pak trendů ve výuce českému jazyku a literatuře. Zabývá se východisky a základní charakteristikou programu RWCT a významem tohoto programu pro výuku českého jazyka na 1. stupni ZŠ. Praktická část má za úkol provázat teoretická východiska s praxí a popisuje konkrétní výuku metodami RWCT a další postupy ve výuce. Sledováné postupy analyzuje v naplňování vybraných vzdělávacích cílů. Klíčová slova - klíčové kompetence, předmět Český jazyk a literatura, model evokace - uvědomění si významu - reflexe, metody RWCT, školní vzdělávací program Anotation This thesis deals with the RWCT program in connection with teaching of Czech language for first stages of primary schools. The theoretical part covers information from specialized literature. This information applies to trends in primary education and particularly to trends in teaching of Czech language and literature. It deals with bases and characteristics of the RWCT program, and, finally, it discusses the importance of this program for teaching Czech language in first stages of primary schools. The practical part links...

This thesis aims to reflect the stage of professionalteachers start first grade of primary school. It deals with pedagogical activities and responsibilities of primary school teachers and professional support you as a teacher stating clearly set out to professional qualities of a teacher or profilig on a new teacher education program teacher training in it. One of them is an innovative program Reading and Writing for Critical Thinking (RWCT). The aim of my thesis is the finding of such problems facing today's beginning teachers, helps them to overcome what level of involvement in RWCT own approach to teaching, the influence of the quality of knowledge of the principles and methods of the program RWCT in conception of educationon, on job and The professionalization of teacher. Keywords: Beginning teacher, support for beginning teachers, the quality of teachers, teaching approaches, educational program RWCT, RWCT teacher, teacher professionalization.

The Master thesis "Procedures of RWCT programme in the teaching of Czech language and literature at primary school" discusses the use of critical thinking techniques in the Czech language classes for fifth graders. My goal is to explore what options are used as the RWCT programme methods in the Czech language classes at primary school. One of the key objectives is to build a comprehensive material for teaching the Czech language in the fifth grade of primary school. This is based on critical thinking techniques thanks to which pupils not only study the new curriculum but also develop their reading literacy. The anthology demonstrates the applicability of critical thinking techniques in classes with specific examples. On the basis of reflections, I assess the options whitch the RWCT programme gives to the teaching of the Czech language in the fifth grade of primary school. Keywords A teacher at primary school, contemporary conception of teaching, Framework Educational Programme for primary education, RWCT programme, critical thinking, E - U - R model, critical thinking techniques, Czech language and literature.

This thesis deals with the application of methods of Critical Thinking in the teaching of Czech language, literature and art education in secondary schools. The work is divided into two parts - theoretical and practical. The theoretical part focuses on the definition of teaching methods in general, discusses the principles of the Reading and Writing for Critical Thinking, classification and description of its each method and also a question best alternative arts curriculum or components of the Czech language for the application of methods of Critical Thinking. The practical part includes ideas for lessons of Czech language, literature and art, created according to the principles of Critical Thinking and using its methods.

The study deals with the RWCT pedagogical program - Reading and Writing for Critical Thinking and its application in the lessons of Religious Education. The theoretical part seeks to examene possibilities of critical thinking in the Religion, looks at the development of Religious Education and the Catechism and analyses the RWCT program in the context of currently on-going schoul reform. The practical part is dedicated to the structure of concrete Religious Education lessons based on the RWCT model.

Při zadávání diplomové práce jsem se snažila vybrat si téma, které by mi pomohlo ujasnit si svoje postavení v procesu učení. Byla jsem si vědoma nedostatků, které mám jako neaprobovaná učitelka. Základy pedagogických dovedností a schopností jsem se proto rozhodla osvojit na vysoké škole. Během studia jsem se seznámila s přínosy programu RWCT (Čtením a psaním ke kritickému myšlení) a uvědomila jsem si, že bych se ráda zúčastnila celého kurzu Kritického myšlení. Zajímalo mě, zda mi program může pomoci v profesním a osobnostním růstu. Zbavím se starých bloků, vybudovaných v časech naší původní školní výchovy? Může se učitel naučit být otevřený, přemýšlivý a sebevědomý? Zvažovala jsem podobné otázky velice dlouho a domnívám se, že mnohé profesní problémy se mi, alespoň částečně, podařilo vyřešit. V diplomové práci jsem se snažila poukázat na rozdílné pojetí výuky klasického učitele a na využití jeho možností na primární škole - a učitele, který prošel kurzem Kritického myšlení. Zajímalo mě, do jaké míry je možné se naučit mnohým pedagogickým kompetencím, jak šije osvojit a umět je využívat. Při psaní diplomové práce jsem si uvědomila, jak kompetence souvisí s mojí vlastní osobností, se zkušenostmi a praxí. Pouhým kopírováním ideálních vzorů a příkladů se profesionálním učitelem nikdy nestanu. Dnes si pod pojmem...

This graduation thesis is focusing on the teaching programmes Start together and RWCT in teacher's class. Specifically it deals with their effective use in teaching and learning, analyzing both of them from the aspect of teaching goals, teaching methods and practice; searching for the ways and means how to combine them in the teaching process. To find out what is the appropriate usability of such interconnection the research is carried out into the curricula of the subjects in the class. Key words: goals of education, key competence, programme Start together, programme RWCT, interconnection between programmes Powered by TCPDF (www.tcpdf.org)

The thesis Reading Workshop in Kindergarten as a support for the development of reading literacy deals in the theoretical part with the characteristics of pre-school children and their capabilities. It further investigates the methods that could be used for and are essential for the development of reading literacy in the pre-school age and the role of the family in this respect. The theoretical part is concluded with the introduction of the scheme Reading and Writing for Critical Thinking mentioning its basic resources. It shows that the reading workshop methods are very efficient for the active learning of children. The practical part describes 7 reading workshops that have been implemented in a typical kindergarten and this is supplemented with detailed comments. The empirical part investigates the family environment of children and, as based on parents' observations, it evaluates the contribution of reading workshops to the development of reading literacy of pre- school children. Reading workshops proved to be beneficial especially in terms of the growing interest of children in reading and also in terms of children's creativity development. KEYWORDS Reading Workshop, reading literacy, kindergarten, work with book, Reading and Writing for Critical Thinking (RWCT), family, reading, literary education

In my extended essay I deal with a problem of key competencies development by means of strategies and methods of a programme called Reading and Writing for Critical Thinking. The aim of the work is to record to what extent the programme RWCT participates in the development of the chosen key competencies - the cooperation and team work and reading with understanding. In the end I present the results of a two - year action research, which confirm that RWCT is one of important ways to put these competencies into practice. Powered by TCPDF (www.tcpdf.org)

This thesis explain the use of processes and methods of the RWCT program in lessons of music through first stage on primary school. It follows trends in the field of basic education specially trends in education in music lessons. It deals with bases and essential characteristics of RWCT program and in the conclusion it summarizes possibilities how to connect both these fields. The practical part probes whether teachers who practise RWCT use methods also in music lessons. Further it contains my own music lessons in which I will use procedures and methods of RWCT. Key words: music, model of the Evocation - Realization of meaning - Reflection, RWCT methods, tutorial materials

The aim of the study was to demonstrate that the reading strategies can be applied even for the preschool children. These strategies help children to understand the text read out aloud. In the theoretical part I am devoted to define the concept of pre-reading literacy, its connection with critical thinking and introducing the program Reading and Writing for Critical Thinking. I also clarified the relationship between reading skills and reading strategies, approached selected reading strategies and possible methods for their development. In conclusion of the theoretical part I outlined some of the strategies that might be suitable for working with preschool children. In the practical part I focused on the acquisition of individual strategies for preschool children, for the exact strategies: connecting (text to self, text to text, text to world), visualizing, predicting, reasoning, summarizing and questioning. Each of them I presented on concrete examples. I also proposed an integrated project involving work with these strategies, which I realized and then analysed. Based on the results of research, I have concluded that preschool children can work very well with these strategies, while indicating that these significantly contribute to the comprehension of the text of preschool children. Keywords:...

The aim of the Master's thesis was to evaluate the level of access of kindergartens in the Czech Republic and Slovakia to the development of reading literacy, and the concrete use of reader strategies by nursery teachers. In the theoretical part, I dealt with the definition of reading literacy and grammar, I referred to teacher education through a reader's continuum. I also discussed the issues of reading strategies. Then I compared the Czech and Slovak educational system as a whole and also in relation to the reader's literacy. I have added some of the programs to support reading literacy and comparing them in both of republics. In the research section, I used a mixed research design to get as much data as possible. At the beginning, I collected the data using questionnaires with closed and open questions, then I conducted in-depth interviews with two teachers from the Slovak Republic and two teachers from the Czech Republic. I followed these teachers in their pedagogical activities. On the basis of the results, I have come to the conclusion that, on the practical side, Slovak teachers of reading literacy do more than Czech ones. Although they have better theoretical abilities in the Czech Republic, and more they are devoted to the subject of reading literacy. Stimulating would be to continue...

This diploma thesis focuses on the methods of RWCT (Reading and Writing for Critical Thinking) programme and their possible use in lower secondary school history teaching. The principles and key methods of this programme are explored in the theoretical part of the thesis. Special attention is paid to the principles of the E-U-R learning cycle (evocation - realization of meaning - reflection) and the correspondence of RWCT to the Czech national curriculum outlined in the Framework Education Programme for Elementary Education (RVP ZV) in order to show that the RWCT programme corresponds to and further develops all competencies distinguished by RVP ZV. The practical part if the thesis contains methodology and resources for ten history lessons all of which are focused on the period of the 1960s. The lessons follow the learning cycle E-U-R and take advantage of the RWCT programme methodology. The aim of this diploma thesis is to serve as a practical guide for teachers who are looking for some inspiration on how to teach the period of the 1960s. However, other teachers can find it useful for its outline of various methods. KEYWORDS RWCT, Framework Education Programme for Elementary Education (RVP ZV), E-U-R learning cycle (evocation - realization of meaning - reflection), modern history, 1960s, lower...

The thesis deals with the possibilities of developing emergent literacy, especially story comprehension, with preschool children using selected methods of critical thinking. The theoretical part is devoted to the ways of developing passion for reading and reading literacy in preschool education, it pursues the possibilities of using some of the methods of the RWCT programme (Reading and Writing for Critical Thinking) in working with books in the educational process of the kindergarten. It further describes the development of chidren of preschool age and reading strategies that can already be cultivated at this age. The practical part describes the project Working with Jiří Stránský's book Tales for little Clara that is based on didactic application of its texts intended for preschoolers. The project makes use of selected methods of the RWCT programme. Research using the method of structured interview finds out how methods of critical thinking can influence story comprehension among five-year-old children. It evaluates and interprets the findings from the beginning and the end of the project implementation, compares the determined levels of story comprehension in a group of girls and in a group of boys. The outcomes of the research show a considerable improvement of comprehension following the...

This dissertation deals with the issue of reading skills of pre-school aged children, their abilities to understand the text being read out to them and answer the questions related to the text meaningfully, but also to ask individual questions. It addresses a possible usage of some methods of critical thinking for this age group in the field of nursery schools. The dissertation is based on the fact that the role of the pre-school education is irreplaceable in this respect. The theoretical part concentrates on the problems related to answering the questions and asking them, on the development of cognitive processes and speech, growth of self- confidence and self-assurance as an important precondition for a pre-school child's expressing and the creation of a positive pedagogical communication in the class. It offers opportunities to use some methods of the programme called " By Reading and Writing to Critical Thinking " (RWCT) at nursery schools. The practical part of this dissertation introduces a programme based on working with the texts of different genres intended for the pre-school age. In individual lessons it is verified whether the chosen methods from the RWCT programme are suitable and if the questions asked, and the request for asking them, correspond to the abilities of pre-school aged...