The central theme of this Master's thesis is older adults and reading aloud. The aim of the research was to analyze the dynamics within a reading-aloud group, to determine how participation in such a group is connected to the emotional and social experiences of the participants, and to formulate guidelines for further development and implementation of similar programs. In the theoretical part, key concepts are defined, such as age and aging, emotional well-being and experiences, creativity and creation, social exclusion, intergenerational cooperation, reading in old age, and reading aloud. The importance of social interactions, cultural activities, and creative processes for quality aging is emphasized. The empirical part was conducted using a qualitative research paradigm, with the research designed as a case study. Data were collected through participant observation, semi-structured interviews, and a questionnaire measuring the emotional experiences of participants. The findings showed that reading aloud promotes social inclusion, boosts participants' self-confidence, and fosters intergenerational connections, as the group regularly collaborates with kindergartens by reading to children. Participants reported positive emotions such as joy, interest, and relief, along with greater self-confidence in sharing their own opinions. It was also found that reading aloud encourages creativity, as many participants began writing poems and stories after the sessions, and some became involved in creative workshops and cultural events. The research results include concise guidelines that could be helpful to future organizers of reading-aloud groups.
|
