Today, a child is virtually born in the world of media. By entering into the kindergarten teachers overtake, among other things, also a role of media literacy. Throughout the planned activities, they prepare a child for an active role in a period of fast communication, and impart them critical attitude toward information in media.
In the theoretical part, I defined mass media and separately described some of them. I highlighted computer, TV, radio, and printed media and their influence on children. I presented some activities of individual field of child’s development with which we perform media education. I wrote down definition of media education and how it can be related to media literacy. I also focused on the teacher’s role in media literacy of a pre-school child, where I highlighted the importance of cooperation with parents and required teacher’s knowledge.
In the empirical part, I wanted to discover standpoints of the participating teachers and their assistants regarding the inclusion of media and media education into pedagogical work. I presented teachers’ opinion on inclusion of media into the kindergarten, which media they use most frequently, and how often they include them in their pedagogical work. I investigated how often teachers and their assistants include media literacy of children in their work. I also wanted to know how they include media education in kindergarten.
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