The preschool period is a time of relatively quick and different changes at all areas of the development at the same time. Understanding of the development is therefore crucial for proper planning of activities in the kindergarten, which also includes additional professional assistance for children with special needs.
In the first year of life, the motor development is in forefront due to learning on a concrete experiential level. Through motion, the child can research his body and the world around him and so for the first time gain optimal concrete experiences, which enable him to acquire knowledge and create new brain connections. With thoughtfully and carefully planned physical activity in the kindergarten (or at home) we can have an important positive impact on the quality and speed of the child’s integrated development. In children with special needs, which are already in the earliest period facing problems that significantly slow down their development, learning through concrete experiences, playing and motion, is even more important.
The purpose of the thesis was to analyse the importance of selected material, substantive and personnel factors for the execution of motor activities in additional professional assistance classes in regular kindergarten departments.
The results showed that there are no statistically significant connections between additional education from the field of motion and the quantity of the planned motor activities in additional professional assistance classes. Precisely the quantity of the planned motor activities does not depend on special factors.
Half of the questioned providers of additional professional assistance devote more than a half of their time for motor activities and the other half of the questioned devote less than half of the joint time for assistance to children with special needs. The results show that the rate of the planned fine motor activities is greater than the rate of gross motor skills within the planned motor activities.
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