Th e contribution presents partial results of research aimed to fi nd out students' evaluation opinions of their own knowledge and experience for development of children's language and literary literacy in kindergartens and children's school clubs and to point out diff erences in self-evaluation, depending on the length and the form of the study. Th e research sample consisted of 98% of students of the full-time and part-time study programme of Pre-School and Elementary Pedagogy, 228 in total. An 11-item questionnaire of our own design was used in the research. In the items P5 -P11, students expressed their subjective evaluation opinion of their knowledge and experience on a fi ve-point scale. Research results showed that students' self-evaluation of knowledge and experience in language and literary literacy depends on both the length and the form of their study 1 .
Publikácia Učíme zmysluplne v témach je určená pre študentky a študentov učiteľstva pre predprimárne vzdelávanie. Ponúka hlbší vhľad do teoretických východísk projektovania výučby v materských školách založený na princípov humanistickej didaktiky. Obsahuje rozpracovanú ukážku integrovaného tematického edukačného projektu, ktorý poskytuje priestor pre didaktickú analýzu z pohľadu uplatňovania znakov zmysluplného učenia sa v MŠ.
Th e study builds on the article published by the authors in No. 3/2020 1 .Its aim is to present further results of the international comparative analysis. Th e study deals with the revealed social context infl uencing younger pupils' reading. Respondents' statements were obtained through a questionnaire of own design. Items related to the social context arose from a qualitative analysis of focus interviews in the previous research phase. Th e research sample consisted of 693 Slovak, 254 Czech and 248 Polish pupils 9-10 years old. Findings showed differences between national groups. Pupils prefer reading with someone; mothers are the most important partners for sharing, fathers read slightly more oft en only to Polish pupils. Polish pupils prefer reading aloud in front of an audience the most. Teachers as partners for reading interests are the most prominent in the Polish group. Th e study presents fi ndings and diff erences in international comparisons of the social context of younger pupils' reading.
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