The paper deals with research results which were looking for didactic aspects of home education, the idea of educating children at home outside school environment. We have continued with this research with a research work from 2016, where family environment of pupils from alternative and innovative education system was monitored, among other things we were finding out reasons of parents who educate their children at home. Because home education does not have any concrete set procedures, which parents should educate their children, we were interested in the way the education takes place. We focused on teaching methods and forms in a mixed design, combination of qualitative and quantitative research, daily timetable, curriculum content and education results´ assessment. In the first part we used non-structured dialogues with parents, which helped as an issue probe. Based on a dialogue analysis in the second part, the core part of our research was a questionnaire of own construction, which results have shown the way of home education and what its mutual indicators are.

The preschool age is called the golden age of drawing; drawing is a “golden” mediator of literacy development. In this article, we focus on the content the preschool children put into their drawings. The goal of study has been the comparison of preschool children’s drawings with respect to the thematic categories of drawn object, and to identify differences between boys and girls. There were analyzed pictures (N=61) drawn by preschool children, from 5 years and 9 months to 6 years and 11 months. Pictures were drawn following the content-neutral (indifferent) instruction: “Draw, what is on your mind now.” The obtained data were subjected to thematic and frequency analysis. Results: data shows that the average number of objects is higher in girls’ drawings: girls drew 4±5 objects on average, while boys drew only 2±2. The number of drawn objects increases with age. Objects drawn could be divided onto 14 thematic categories; most popular are natural objects (sun, mammal, flowers, clouds etc.). The most popular theme in the group of boys are Vehicles, in girls group themes vary more. Practical impact: if we know what children like to draw, we have a strong motivating element for the development of communication literacy, especially writing.

Research in the field of problems involved in school performance motivation of home school graduates. This partial but important topic deserves further more recognition amongst researchers in the Czech environment. The aim of this pilot research was to gain insight into the school performance motivation of those pupils who received primary education as home schooling and who are now receiving their secondary education in an educational institution. We examined the level of the need for achievement and the level of the need to avoid failure. Our respondents were pupils who went from home schooling to attending primary schools and multi-year grammar schools. Because of this fact we also had the opportunity to see the school performance motivation according to the type of school in which the pupils have received their compulsory education. It was a quantitative research based on the standardized questionnaire The school performance motivation of pupils. The pupils were given a twelve items questionnaire to marked the level of the surveyed statement. So they evaluated their feelings using a five-degree scale which apply different approach to learning and classification. According to the early mentioned questionnaire The school performance motivation of pupils we classified the pupils into five types. The results showed that only 18.75 % of the respondents are clearly motivated by positive achievement and that the majority (62.5 %) of the respondents are unbound types. Overall there are no preferences amongst pupils who received primary education as home schooling and their results are balanced.

The paper content consists of individual education´s analysis development in the Czech Republic, which has undertaken several different legislation adjustments since 90´s of 20th century and is currently becoming a subject of increased interest not only by experts but also parents. There is a presentation of individual education analysis´s development in the Czech Republic in terms of legislation from its

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