J. S. NOVOTNÝ: Resilience dětí a možnosti její podpory a rozvoje 324. K. DANIŠKOVÁ: Možné kritériá hodnotenia pohybovej tvorivosti 332

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1 OBSAH 4/2008 L. MEDVEĎOVÁ: Rodové odlišnosti a vývinová dynamika školských stresorov v ranej adolescencii 287 Š. PORTEŠOVÁ - V. KONEČNÁ - M. BUDÍKOVÁ - H. KOUTKOVÁ: Strachy rozumově nadaných dětí jako indikátor jejich pokročilého rozumového vývoje 307 PSYCHOLÓGIA A VÝCHOVNO-VZDELÁVACÍ PROCES J. S. NOVOTNÝ: Resilience dětí a možnosti její podpory a rozvoje 324 METODIKY A KONZULTÁCIE K. DANIŠKOVÁ: Možné kritériá hodnotenia pohybovej tvorivosti 332 KRÁTKE INFORMÁCIE S. FISCHER - J. ŠKODA - M. SLAVÍK: Hodnocení kvality života adolescentů s poruchami sociálního vývoje 342 J. ŘEHULKOVÁ: Otázky vývoje organizovaných volnočasových aktivit respondentů ELSPAC v jedenácti a třinácti letech 356 SPRÁVY Odišiel PhDr. Tomáš Kováč, CSc. (V. DOČKAL) 367 Výberová bibliografia odborných prác Tomáša Kováča (I. MASÁROVÁ - V. DOČKAL) 370 RECENZIE D. Slančová (Ed.): Štúdie o detskej reči (M. ZUBÁKOVÁ PEREGRINOVÁ) 377 S. I. Greenspan - N. T. Greenspan: Klinické interview s dieťaťom (R. MRLÁK) 379 Š. Vendel: Pedagogická psychológia (E. SZOBIOVÁ) 381

2 dieťaťa, 43, 2008, č. 4, s RODOVÉ ODLIŠNOSTI A VÝVINOVÁ DYNAMIKA ŠKOLSKÝCH STRESOROV V RANEJ ADOLESCENCII ĽUBA MEDVEĎOVÁ Výskumný ústav detskej psychológie a patopsychológie, Bratislava GENDER DIFFERENCES AND DEVELOPMENT DYNAMICS OF SCHOOL STRESSORS IN EARLY ADOLESCENCE Abstract: In the presented study the author deals with the influence of gender and age (with respect to school grade) on the perception of intensity of daily school stressors. The sample consisted of 94 children attending the 5 th up to 8 th grade of basic school. The analysis of the results showed that boys are characteristic with dominance of stressors with respect to the authority of school (the school order and respect for the teacher) and to achievement stressors. In girls, only achievement stressors do appear in the foreground. The effect of gender influence appeared only on the stressor of school authority to the detriment of boys. As regards the increase of the intensity of stressors with age, the 7 th grade is critical for boys - it is the time when they achieve a culmination, while in girls stressors continue increasing. Key words: school stressors, early adolescence, gender

3 dieťaťa, 43, 2008, č. 4, s STRACHY ROZUMOVĚ NADANÝCH DĚTÍ JAKO INDIKÁTOR JEJICH POKROČILÉHO ROZUMOVÉHO VÝVOJE ŠÁRKA PORTEŠOVÁ - VĚRA KONEČNÁ - MARIE BUDÍKOVÁ - HELENA KOUTKOVÁ Institut výzkumu dětí, mládeže a rodiny, Fakulta sociálních studií Masarykovy univerzity, Brno, ČR Katedra aplikované matematiky, Přírodovědecká fakulta Masarykovy univerzity, Brno, ČR Ústav matematiky a deskriptivní geometrie, Stavební fakulta Vysokého učení technického, Brno, ČR FEARS OF INTELLECTUALLY GIFTED CHILDREN AS INDICATOR OF THEIR ADVANCED INTELLECTUAL DEVELOPMENT Abstract: Fears are a normal part of every child's life. Researches in the area of developmental psychology point to the existence of certain rules in the development of child fears. Younger children are most frequently afraid of certain types of animals, poltergeists, and monsters. Only in the period of adolescence do fears become less egocentric and more concentrated on global threats. In the presented research, the authors focused on mapping fears of exceptionally intellectually gifted children at younger school age. The research indicates that the accelerated cognitive development and greater access to information, which regular peers of these children usually do not receive in the given developmental stage, result in the earlier onset of global fears (from space or natural catastrophes) than expected on the basis of chronological age of children. Key words: gifted children, fears

4 dieťaťa, 43, 2008, č. 4, s RESILIENCE DĚTÍ A MOŽNOSTI JEJÍ PODPORY A ROZVOJE JAN SEBASTIAN NOVOTNÝ Katedra psychologie Ústavu sociální pedagogiky Institutu mezioborových studií, Brno, ČR RESILIENCE OF CHILDREN AND POSSIBILITIES OF ITS SUPPORT AND DEVELOPMENT Abstract; Resilience is the concept that qualifies the individual's (child's) ability to develop normally even in spite of the presence of distinct unfavorable, hazardous, or negative circumstances. It has several typical features: it is a dynamic developmental multifactor process which interacts with the environment; it is conditioned by the developmental period, by type of risk present, and by the cultural context. When means that support resilience are chosen, it is important to know more about the current child's condition, about its history and influences in effect thereof. Social support, then education and learning, which support the development of coping strategies and gaining a feeling of one's own value, develop interindividual relationships, and can compensate "failures" in family life - they are the fundamental supportive means. One's hobbies, interests and assignments work similarly. Important areas are stable relationships with key persons in the child's life. Both family (parents, siblings, relatives) and friends can be included here. However, it is always essential to perceive every person individually and to choose a suitable form of intervention in accordance to his/her life story. Key words: resilience, development, support

5 dieťaťa, 43, 2008, č. 4, s MOŽNÉ KRITÉRIÁ HODNOTENIA POHYBOVEJ TVORIVOSTI KLAUDIA DANIŠKOVÁ Katedra psychológie Filozofickej fakulty na Katolíckej univerzite, Ružomberok POSSIBLE CRITERIA FOR MOTOR CREATIVITY EVALUATION Abstract: The article deals with the definition of indicators that would express motor creativity and would subsequently serve as criteria for its identification. Of the theoretically defined indicators of motor creativity identified were those that are related to Torrance Figural Test of Creative Thinking (TTCT) and Test of Motor Associations (TPA). The incidence of the theoretically defined indicators of motor creativity was observed by Test of Creative Motion on the sample of 146 secondary-school students, of which extreme groups of highly and poorly creative persons were created according to TTCT and TPA. The research results showed that the criteria of motor creativity related to creative achievement in TTCT and TPA are: originality, stimulation freedom, and elaboration. The results can be used as a suggestion for selection of creative talents for artistic schools. Key words: motor creativity, theoretical model of motor creativity, criteria of motor creativity, originality, stimulation freedom, elaboration

6 dieťaťa, 43, 2008, č. 4, s HODNOCENÍ KVALITY ŽIVOTA ADOLESCENTŮ S PORUCHAMI SOCIÁLNÍHO VÝVOJE SLAVOMIL FISCHER - JIŘÍ ŠKODA - MICHAL SLAVÍK Pedagogická fakulta J. E. Purkyně, Ústí nad Labem, ČR EVALUATION OF THE QUALITY OF LIFE IN ADOLESCENTS WITH SOCIAL DEVELOPMENT DISORDERS Abstract: The article brings results of an examination carried out in the youth population at the age of 14 to 18 years with social development disorders. In most of the monitored indicators of quality of life this youth population achieved lower satisfaction and attributed less importance to them than representatives of the majority population - pupils of basic and grammar schools. Key words: youth with social development disorders, subjective evaluation of quality of life, Comprehensive Quality of Life Scale

7 dieťaťa, 43, 2008, č. 4, s OTÁZKY VÝVOJE ORGANIZOVANÝCH VOLNOČASOVÝCH AKTIVIT RESPONDENTŮ ELSPAC V JEDENÁCTI A TŘINÁCTI LETECH JANA ŘEHULKOVÁ Institut výzkumu dětí, mládeže a rodiny, Fakulta sociálních studií Masarykovy univerzity, Brno, ČR DEVELOPMENT OF ORGANIZED LEISURE-TIME ACTIVITIES OF ELSPAC RESPONDENTS AT 11 AND 13 YEARS OF AGE Abstract: The contribution deals with the issue of leisure-time use - particularly with organized leisure-time activities, with their structure and their development between the 11 th and 13 th year of age. The data was collected within the scope of the international ELSPAC Project. The data shows that in the course of one's mental development not only structural changes do take place in the area of one's interests, but mostly apparent increase of organized leisure-time activities. Girls in comparison with boys prefer musical, dramatic, graphic, and dance activities; boys in comparison with girls rather opt for sport and technical-logical activities. Key words: adolescence, leisure time, leisure-time activities

I. UČEŇ: Vývinové tendencie a hodnotenie spoločného vzdelávania zdravých a postihnutých žiakov druhého stupňa základnej školy 240

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