[et_pb_section fb_built=”1″ next_background_color=”#ffffff” _builder_version=”4.13.0″ _module_preset=”default” background_image=”http:\/\/lagris.eu\/wp-content\/uploads\/2021\/11\/img-header.jpg” bottom_divider_style=”waves2″ bottom_divider_height=”60px” global_colors_info=”{}”][et_pb_row _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.13.0″ _module_preset=”default” text_text_color=”#000000″ text_font_size=”24px” text_letter_spacing=”2px” header_font=”|700|||||||” header_font_size=”49px” header_letter_spacing=”3px” header_line_height=”1.4em” custom_padding=”||0px|||” global_colors_info=”{}”]<\/p>\n
N\u00ed\u017ee popsan\u00e9 v\u00fdsledky prezentuj\u00ed pilotn\u00ed \u0161et\u0159en\u00ed, kter\u00e9 prob\u011bhlo mezi d\u011btmi ve v\u011bku 4\u201311 let. Proveden\u00e9 pilotn\u00ed \u0161et\u0159en\u00ed se zam\u011b\u0159ilo na anal\u00fdzu schopnost\u00ed d\u011bt\u00ed identifikovat nejr\u016fzn\u011bj\u0161\u00ed rizikov\u00e9 situace, s nimi\u017e se mohou setk\u00e1vat v b\u011b\u017en\u00e9m \u017eivot\u011b a p\u0159i zcela rutinn\u00edch \u010dinnostech. Do v\u00fdzkumu se zapojilo 136 d\u011bt\u00ed ze \u010dty\u0159 spolupracuj\u00edc\u00edch fakultn\u00edch \u0161kol.\u00a0<\/em><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_row _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n C\u00edlem v\u00fdzkumu bylo analyzovat, jak d\u011bti v p\u0159ed\u0161koln\u00edm a mlad\u0161\u00edm \u0161koln\u00edm v\u011bku identifikuj\u00ed rizika vyskytuj\u00edc\u00ed se p\u0159i b\u011b\u017en\u00fdch \u017eivotn\u00edch situac\u00edch v a prost\u0159ed\u00ed, kter\u00e9 je jim zn\u00e1m\u00e9. Z\u00e1m\u011brem bylo jednak zjistit, kter\u00e9 rizikov\u00e9 situace d\u011bti v dan\u00e9m v\u011bku dok\u00e1\u017eou \u010di nedok\u00e1\u017eou vyhodnotit jako rizikov\u00e9 a jednak porovnat p\u0159\u00edstup mlad\u0161\u00ed a star\u0161\u00ed skupiny d\u011bt\u00ed. Kl\u00ed\u010dov\u00fdm aspektem tedy bylo zjistit, jak\u00fdmi kompetencemi tyto d\u011bti disponuj\u00ed z hlediska bezpe\u010dnosti a ochrany \u017eivota a zdrav\u00ed.\u00a0<\/p>\n Pro \u00fa\u010dely pilotn\u00edho \u0161et\u0159en\u00ed mezi d\u011btmi byly stanoveny n\u00e1sleduj\u00edc\u00ed v\u00fdzkumn\u00e9 ot\u00e1zky:<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ prev_background_color=”#ffffff” next_background_color=”#ffffff” _builder_version=”4.13.0″ _module_preset=”default” background_color=”#76b878″ top_divider_style=”arrow2″ top_divider_height=”54px” top_divider_repeat=”2x” bottom_divider_style=”mountains2″ global_colors_info=”{}”][et_pb_row column_structure=”3_5,2_5″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”3_5″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”http:\/\/lagris.eu\/wp-content\/uploads\/2021\/11\/img-park-scaled.jpg” title_text=”img-park” _builder_version=”4.13.0″ _module_preset=”default” animation_style=”fade” animation_duration=”1700ms” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.13.0″ _module_preset=”default” width=”100%” global_colors_info=”{}”]<\/p>\n Do \u0161et\u0159en\u00ed se zapojilo celkem 136 d\u011bt\u00ed ze t\u0159\u00ed pra\u017esk\u00fdch fakultn\u00edch \u0161kol p\u016fsob\u00edc\u00edch p\u0159i Pedagogick\u00e9 fakult\u011b Univerzity Karlovy. Ve v\u00fdzkumn\u00e9m vzorku byl vyrovnan\u00fd po\u010det jednotliv\u00fdch v\u011bkov\u00fdch skupin, p\u0159esto\u017ee byly zastoupeny dv\u011b p\u00e1t\u00e9 t\u0159\u00eddy. \u0160et\u0159en\u00ed bylo realizov\u00e1no jako pilotn\u00ed sb\u011br dat. Do pilotn\u00edho \u0161et\u0159en\u00ed byly zapojeny jak d\u011bti intaktn\u00ed, tak d\u011bti s r\u016fzn\u00fdmi speci\u00e1ln\u00edmi vzd\u011bl\u00e1vac\u00edmi pot\u0159ebami.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Metodou sb\u011bru dat byly soubory evalua\u010dn\u00edch pracovn\u00edch list\u016f (viz kategorie Materi\u00e1ly<\/strong>), kter\u00e9 byly vytvo\u0159eny speci\u00e1ln\u011b pro \u00fa\u010dely tohoto v\u00fdzkumu. Celkem byly vytvo\u0159eny \u010dty\u0159i sady pracovn\u00edch list\u016f (pro p\u0159ed\u0161koln\u00ed d\u011bti, pro \u017e\u00e1ky 1. ro\u010dn\u00edk\u016f Z\u0160, pro \u017e\u00e1ky 3. ro\u010dn\u00edk\u016f Z\u0160 a pro \u017e\u00e1ky 5. ro\u010dn\u00edk\u016f Z\u0160). V\u0161echny sady sest\u00e1vaj\u00ed ze \u0161esti pracovn\u00edch list\u016f, kdy ka\u017ed\u00fd list p\u0159edstavuje jeden samostatn\u00fd \u00fakol. Prvn\u00ed \u010dty\u0159i listy zobrazuj\u00ed rizikov\u00e9 situace v prost\u0159ed\u00ed d\u011btsk\u00e9ho h\u0159i\u0161t\u011b, v parku, v silni\u010dn\u00edm provozu a v dom\u00e1cnosti. P\u00e1t\u00fd list zachycuje r\u016fzn\u00e9 nehody nebo mimo\u0159\u00e1dn\u00e9 ud\u00e1losti, kdy \u00fakolem d\u011bt\u00ed je spr\u00e1vn\u011b p\u0159i\u0159adit p\u0159\u00edslu\u0161nou slo\u017eku IZS, kter\u00e1 by m\u011bla b\u00fdt k t\u011bmto ud\u00e1lostem p\u0159ivol\u00e1na. Posledn\u00ed \u0161est\u00fd list se pak zam\u011b\u0159uje na ov\u011b\u0159en\u00ed toho, nakolik a jak\u00fdm zp\u016fsobem jsou d\u011bti schopn\u00e9 \u010delit rizik\u016fm plynouc\u00edm ze soci\u00e1ln\u00edho kontaktu (nap\u0159. riziko \u00fanosu, riziko naru\u0161en\u00ed osobn\u00ed identity a soukrom\u00ed na soci\u00e1ln\u00edch s\u00edt\u00edch, riziko kontaktu s agresorem apod.). Jednotliv\u00e9 obr\u00e1zky jsou na t\u00e9to str\u00e1nce zobrazeny.<\/p>\n Evalua\u010dn\u00ed pracovn\u00ed listy jsou z hlediska n\u00e1ro\u010dnosti odstup\u0148ov\u00e1ny pro mlad\u0161\u00ed (p\u0159ed\u0161koln\u00ed d\u011bti a 1. ro\u010dn\u00edk Z\u0160) a star\u0161\u00ed v\u011bkovou skupinu (3. a 5. ro\u010dn\u00edk Z\u0160). D\u011blen\u00ed vych\u00e1z\u00ed z psychologick\u00fdch v\u00fdvojov\u00fdch podm\u00ednek d\u011bt\u00ed i jejich schopnosti pracovat s obrazov\u00fdm a textov\u00fdm materi\u00e1lem. Ka\u017ed\u00fd d\u00edl\u010d\u00ed list obsahuje obr\u00e1zek zobrazuj\u00edc\u00ed komplexn\u00ed situaci, s n\u00ed\u017e se m\u016f\u017ee d\u00edt\u011b v dan\u00e9m prost\u0159ed\u00ed setkat. \u00dakolem d\u011bt\u00ed je ozna\u010dit rizikovou situaci, p\u0159i\u010dem\u017e star\u0161\u00ed kategorie d\u011bt\u00ed nav\u00edc d\u011bl\u00ed situace na to, zda se jedn\u00e1 o:<\/p>\n <\/p>\n <\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”http:\/\/lagris.eu\/wp-content\/uploads\/2021\/11\/img-ulice-scaled.jpg” title_text=”img-ulice” _builder_version=”4.13.0″ _module_preset=”default” animation_style=”fade” animation_duration=”1800ms” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ prev_background_color=”#ffffff” _builder_version=”4.13.0″ _module_preset=”default” background_color=”#f27263″ top_divider_style=”arrow3″ top_divider_height=”89px” global_colors_info=”{}”][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”http:\/\/lagris.eu\/wp-content\/uploads\/2021\/11\/img-domacnost-scaled.jpg” title_text=”img-domacnost” _builder_version=”4.13.0″ _module_preset=”default” animation_style=”fade” animation_duration=”1700ms” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.13.0″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Odpov\u011b\u010f na prvn\u00ed v\u00fdzkumnou ot\u00e1zku<\/strong> p\u0159inesla zji\u0161t\u011bn\u00ed, \u017ee d\u011bti v p\u0159ed\u0161koln\u00edm i mlad\u0161\u00edm \u0161koln\u00edm v\u011bku dok\u00e1\u017eou pom\u011brn\u011b dob\u0159e identifikovat rizika ve sv\u00e9m okol\u00ed. Celkov\u00e1 \u00fasp\u011b\u0161nost \u0159e\u0161en\u00ed \u00fakol\u016f v pracovn\u00edch listech byla u d\u011bt\u00ed v p\u0159ed\u0161koln\u00edm v\u011bku a v 1. ro\u010dn\u00edku Z\u0160 na \u00farovni 52,9 %; u \u017e\u00e1k\u016f 3. a 5. ro\u010dn\u00edk\u016f Z\u0160 pak 57,0 %. Uk\u00e1zalo se tedy, \u017ee d\u011bti jsou schopn\u00e9 rozpoznat nebezpe\u010dn\u00e9 situace ve v\u00edce ne\u017e polovin\u011b p\u0159\u00edpad\u016f. Ve v\u00fdzkumn\u00e9m vzorku nebyl statisticky v\u00fdznamn\u00fd rozd\u00edl mezi odpov\u011b\u010fmi chlapc\u016f a d\u00edvek. Pokud se v\u0161ak pod\u00edv\u00e1me na hodnoty medi\u00e1nu pro mlad\u0161\u00ed i star\u0161\u00ed v\u011bkovou skupinu, maj\u00ed chlapci v celkov\u00e9m hodnocen\u00ed o 2 a\u017e 3 % lep\u0161\u00ed v\u00fdsledek ne\u017e d\u00edvky. Sou\u010dasn\u011b se v\u0161ak tak\u00e9 uk\u00e1zalo, \u017ee existuje vnit\u0159n\u00ed variabilita v \u00farovni odpov\u011bd\u00ed mezi jednotliv\u00fdmi pracovn\u00edmi listy, kterou je t\u0159eba vysv\u011btlit v\u011bkem a \u017eivotn\u00edmi podm\u00ednkami d\u011bt\u00ed dan\u00e9 v\u011bkov\u00e9 kategorie.<\/p>\n Druh\u00e1 v\u00fdzkumn\u00e1 ot\u00e1zka<\/strong> se zam\u011b\u0159ila na to, jak se vyv\u00edj\u00ed schopnost d\u011bt\u00ed identifikovat rizikov\u00e9 situace s v\u011bkem. Uk\u00e1zalo se, \u017ee s v\u011bkem tato schopnost ve v\u011bt\u0161in\u011b rizikov\u00fdch situac\u00ed roste. Anal\u00fdza v\u00fdsledk\u016f v\u0161ak pouk\u00e1zala tak\u00e9 na to, \u017ee n\u011bkter\u00e1 nebezpe\u010d\u00ed jsou v\u011bkov\u011b specifick\u00e1 a upoutaj\u00ed mnohem v\u00edce pozornost d\u011bt\u00ed v mlad\u0161\u00edm v\u011bku, proto\u017ee pro tuto v\u011bkovou kategorii tyto situace p\u0159edstavuj\u00ed v\u011bt\u0161\u00ed riziko ne\u017e pro d\u011bti star\u0161\u00ed. Toto je mo\u017en\u00e9 vysv\u011btlit pr\u00e1v\u011b specifick\u00fdmi riziky, kter\u00e1 jsou vyobrazena na obr\u00e1zc\u00edch v pracovn\u00edch listech. Mlad\u0161\u00ed d\u011bti je\u0161t\u011b z hlediska sv\u00e9ho v\u00fdvoje nejsou schopny \u010di p\u0159ipraveny dan\u00e9mu riziku adekv\u00e1tn\u011b \u010delit, a proto jsou rodi\u010di a u\u010diteli ve zv\u00fd\u0161en\u00e9 m\u00ed\u0159e na riziko upozor\u0148ov\u00e1ny (jak uk\u00e1zalo na\u0161e dotazn\u00edkov\u00e9 \u0161et\u0159en\u00ed), a tedy maj\u00ed v\u011bt\u0161\u00ed citlivost na vyhled\u00e1n\u00ed dan\u00e9ho probl\u00e9mu.<\/p>\n Proveden\u00e9 dotazn\u00edkov\u00e9 \u0161et\u0159en\u00ed p\u0159ineslo \u0159adu zaj\u00edmav\u00fdch zji\u0161t\u011bn\u00ed, z nich\u017e n\u011bkter\u00e1 jsou i v p\u0159\u00edm\u00e9m protikladu z doposud zn\u00e1m\u00fdmi fakty. Podle informac\u00ed \u010cesk\u00e9 \u0161koln\u00ed inspekce (1), je \u00farazovost chlapc\u016f ve srovn\u00e1n\u00ed s d\u00edvkami obecn\u011b vy\u0161\u0161\u00ed, a to 55,6 % ku 44,4 %. V podobn\u00e9m pom\u011bru jsme proto o\u010dek\u00e1vali tak\u00e9 pom\u011br \u00fasp\u011b\u0161nosti chlapc\u016f, resp. d\u00edvek p\u0159i pln\u011bn\u00ed jednotliv\u00fdch \u00fakol\u016f v na\u0161ich evalua\u010dn\u00edch pracovn\u00edch listech. Z na\u0161eho \u0161et\u0159en\u00ed ale vyplynulo, \u017ee pro mlad\u0161\u00ed i star\u0161\u00ed v\u011bkovou skupinu, dosahuj\u00ed chlapci v celkov\u00e9m hodnocen\u00ed o 2 % a 3 % lep\u0161\u00edch v\u00fdsledk\u016f ne\u017e d\u00edvky. Chlapci jsou tedy oproti d\u00edvk\u00e1m o n\u011bco vn\u00edmav\u011bj\u0161\u00ed k mo\u017en\u00fdm rizik\u016fm vypl\u00fdvaj\u00edc\u00edm z b\u011b\u017en\u00fdch \u017eivotn\u00edch situac\u00ed.<\/p>\n \n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ theme_builder_area=”post_content” _builder_version=”4.13.0″ _module_preset=”default” top_divider_style=”mountains2″ hover_enabled=”0″ sticky_enabled=”0″ prev_background_color=”#f27263″][et_pb_row _builder_version=”4.13.0″ _module_preset=”default” column_structure=”1_2,1_2″ theme_builder_area=”post_content”][et_pb_column _builder_version=”4.13.0″ _module_preset=”default” type=”1_2″ theme_builder_area=”post_content”][et_pb_image src=”http:\/\/lagris.eu\/wp-content\/uploads\/2021\/11\/img-hriste-scaled.jpg” _builder_version=”4.13.0″ _module_preset=”default” theme_builder_area=”post_content” title_text=”img-hriste” hover_enabled=”0″ sticky_enabled=”0″][\/et_pb_image][\/et_pb_column][et_pb_column _builder_version=”4.13.0″ _module_preset=”default” type=”1_2″ theme_builder_area=”post_content”][et_pb_text _builder_version=”4.13.0″ _module_preset=”default” theme_builder_area=”post_content” hover_enabled=”0″ sticky_enabled=”0″]<\/p>\n \u00a0Publikovan\u00e9 v\u00fdstupy projektu:<\/strong><\/p>\n Publikace ve sborn\u00edc\u00edch:<\/p>\n V\u00fdzkum schopnost\u00ed d\u011bt\u00ed identifikovat rizikov\u00e9 situace spojen\u00e9 s b\u011b\u017en\u00fdmi \u017eivotn\u00edmi situacemi<\/a><\/p>\n Rozvoj kompetenc\u00ed d\u011bt\u00ed v oblasti bezpe\u010dnosti a ochrany zdrav\u00ed<\/a><\/p>\n Jedn\u00edm z podklad\u016f pro vytv\u00e1\u0159en\u00ed v\u00fdzkumn\u00fdch n\u00e1stroj\u016f v projektu i pro koncipov\u00e1n\u00ed metodick\u00fdch materi\u00e1l\u016f se staly kurikul\u00e1rn\u00ed dokumenty, v nich\u017e jsou uvedeny o\u010dek\u00e1van\u00e9 v\u00fdsledky vzd\u011bl\u00e1v\u00e1n\u00ed, kter\u00e9 je realizov\u00e1no v mate\u0159sk\u00fdch \u0161kol\u00e1ch a na prvn\u00edm stupni z\u00e1kladn\u00ed \u0161koly a tematicky se vztahuj\u00ed k z\u00e1m\u011bru projektu. Jejich anal\u00fdza:<\/p>\n\n
\n