The thesis, Integration of inclusive games in public kindergartens, consists of both a theoretical and an empirical part. In the theoretical part, inclusion, inclusive education and the advantages of inclusive education are defined at the beginning. The theoretical part also includes the definition of the concept of game, the characteristics of the game, the types of games that incude functional, constructional, perceptual, social and rule games which are also presented in more detail. The thesis in the theoretical part also includes the role of the educator in children's play. In the theoretical part of the thesi, we defined inclusive games and their porpose.
The empirical part of the thesis includes the definition of the problem, purpose and goals. The purpose of the thesis is to determine the teacher's knowledge of inclusion and inclusive games and whether inclusive games are used in kindergartens. In the empirical part, a description of the process of data collection and processing is presented in more detail. We also explored educators' familiarity with inclusive play, what would encourage them to pursue additional professional education, and whether an educator's age influences an inclusive mindset. The findings are linked to the professional literature presented in the theoretical part of the diploma thesis. From the answers obtained in the empirical part of the thesis, we can conclude that the educators participating in the research interpret the word inclusion as the inclusion of all children. With the research, we found out that the educators participating in the research were poorly acquainted with inclusive games and showed interest and need for additional knowledge on the topic.
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