Les organitzacions residencials per a nens-nenes i per a joves són una alternativa sòcio-educativa pel que fa al camp de l’inadaptació social. Es tracta d’una alternativa promoguda des dels Serveis Socials (S.S.), que proven cada cop més d’orientar les intervencions des d’una perspectiva educativa, que és la que pot millor –a partir de l’immersió dels individus en processos d’aprenentatges– aportar eines pel canvi personal i pel canvi social. Els objectius d’aquesta investigació han estat els següents: A) Analitzar d’una manera crítica la realitat organitzativa actual dels centres residencials d’atenció a l’infantesa o la joventut amb problemàtica social situats a la comarca del Barcelonès. B) Establir els elements estructurals fonamentals en l’organització d’un centre i les seves relacions. C) Integrar el model organitzatiu dins d’un model general de funcionament. / Las organizaciones residenciales para niño/as y jóvenes constituyen una alternativa socio-educativa en el campo de la inadaptación social, alternativa promovida desde los Servicios Sociales (S.S.) Los S.S. intentan, cada vez mas, orientar las intervenciones desde una perspectiva educativa que es la que puede, a partir de la inmersión de los individuos en procesos de aprendizajes, aportar herramientas tanto para el cambio personal como social. Los objetivos de la investigación han sido: A) Analizar críticamente la realidad organizativa actual de centros residenciales de atención a la infancia o juventud con problemática socio-familiar del Barcelonès. B) Establecer los elementos estructurales fundamentales en la organización de un centro y sus relaciones. C) Integrar el modelo organizativo en el marco de un modelo general de funcionamiento.

"1994". / Thesis (PhD)--Macquarie University, School of English and Linguistics, 1995. / Bibliography: leaves 356-373 (pt. 1) / Introduction -- Research in joint book-reading and the discourse of literacy pedagogy -- The study : Part A: Research questions, preliminary analysis and participant selection -- Part B : Data gathering and preparation -- Language, context and semantic variation -- A semantic network for the description of linguistic interaction in joint book-reading -- Reading The three little pigs at home -- Results of the message semantic analysis of the interactive text -- Interpretations -- Joint book-reading in the discourse of literacy pedagogy -- Concluding comments -- Appendices. / The study contributes to the fields of educational linguistics and semantic variation by examining linguistic interaction during joint book-reading between mothers and four-year-old children, and between teachers and Kindergarten classes at the beginning of school. -- Joint book-reading was selected because of its centrality to the metaphor of a partnership between home and school in children's literacy development. The problem for the study was to investigate possible systematic semantic variation in linguistic interaction associated with social class locations of speakers, and relations between any such variants and features of interaction in joint book-reading in Kindergarten. -- A preliminary survey of 427 families in two sociogeographically contrasted sites established that joint book-reading was a common social practice, and gave sufficient indications of variation to justify an intensive socio-semantic study. Two sets of ten mother-child dyads, contrasted for class locations using Bernstein's (1990) theory of class relations, were constructed and recordings of joint book-reading sessions made by mothers. Recordings of interaction in two sets of ten Kindergarten classes in the same socio-geographical areas were made by teachers. -- Vygotsky's theory of semiotic mediation was the general resource used for interpreting children's learning, but it was necessary to resolve problems in the theory in the modelling of contexts for learning, and of mediational means. For this purpose the systemic functional linguistic concept of context of situation, as proposed by Halliday (1978) and expanded by Hasan (in press (a)), was deployed. -- Transcripts of recordings were analysed through a semantic network developed for the study, based on a network proposed by Hasan (1983). -- Semantic variation associated with class locations of families was found across all four metafunctions described within systemic theory, and one variant found to be associated with Kindergarten classroom interaction. The variable semantic features were interpreted as the realization of different principles regulating the individuation of experience, using Bernstein's theories of coding orientation and pedagogic discourse. / Mode of access: World Wide Web. / 2 parts (373, 539 p.) ill

Thesis (M. Ed.)--University of Adelaide, 1986. / Includes bibliographical references (leaves 124-130).

O σύγχρονος κόσμος, γίνεται λόγω των συνεχών μετακινήσεων των ατόμων όλο και περισσότερο ένα παγκόσμιο χωριό, με αποτέλεσμα λίγες χώρες να μπορούν να προβάλουν την αξίωση ενός αληθινά ομοιογενούς πληθυσμού. Σήμερα, η πολυπολιτισμική ποικιλομορφία, που χαρακτηρίζει τις περισσότερες χώρες -και την Ελλάδα-, είναι ένας παράγοντας που έχει σημαντικές επιπτώσεις στην εκπαίδευση όλων των βαθμίδων, συμπεριλαμβανομένης και της προσχολικής (Rodd, 1996). Το σχολείο «ως απαραίτητο διορθωτικό μέσο κάθε πολιτισμικού ελαττώματος ή ανεπάρκειας» (Savater, 2004: 9) οφείλει από τη μια να είναι ασυμβίβαστο με μορφές εθνικής περιχάραξης και από την άλλη να είναι τόσο πλουραλιστικό, όσο η ίδια η κοινωνία. Οφείλει, δηλαδή, να εμπερικλείει στους κόλπους του και να αγκαλιάζει όλους εκείνους τους μαθητές που δεν ανήκουν στην κυρίαρχη πολιτισμική και γλωσσική ομάδα. Με τη συγκεκριμένη ερευνητική μελέτη προσπαθούμε να διαπιστώσουμε σε τι βαθμό και με ποιο τρόπο -δηλωμένο ή άδηλο- ο «Οδηγός Νηπιαγωγού -Εκπαιδευτικοί σχεδιασμοί- Δημιουργικά περιβάλλοντα μάθησης», του οποίου η συγγραφή του προκηρύχθηκε από το Υ.Π.Ε.Π.Θ. το 2003 (ΦΕΚ, 303 & 304/ 13-03-2003) και εφαρμόζεται επίσημα στα νηπιαγωγεία ως το βιβλίο του εκπαιδευτικού της προσχολικής εκπαίδευσης από το σχολικό έτος 2006-2007, αναφέρεται σε μαθητές που ανήκουν σε διαφορετικές πολιτισμικές και γλωσσικές ομάδες από την ελληνική. Παράλληλα, προσπαθούμε να ερμηνεύσουμε αν και με ποιο τρόπο έχει επηρεαστεί ο τρόπος αναφοράς σε αυτούς τους μαθητές τόσο από τις κοινωνικές αλλαγές που έχουν σημειωθεί λόγω της παρουσίας ατόμων από διαφορετικές εθνοπολιτισμικές ομάδες, όσο και από τη θέσπιση του νόμου 2413/96 για τη Διαπολιτισμικής Εκπαίδευσης. Αρχικά, χρησιμοποιούμε «περιγραφική ανάλυση περιεχομένου» (Descriptive Content Analysis), η οποία σύμφωνα με τον Thomas (1998) εξετάζει το τι περιέχει η επικοινωνία. Κατόπιν, χρησιμοποιούμε «ερμηνευτική ανάλυση περιεχόμενου» (Interpretive Content Analysis) και τη βασισμένη στο συγκείμενο ερμηνεία (contextual interpretation), για να διαπιστώσουμε από τη μια πώς και γιατί το προς εξέταση υλικό παρουσιάζεται καταυτόν τον τρόπο και από την άλλη πώς έχει επηρεαστεί από το κοινωνικό πολιτικό συγκείμενο της σύγχρονης κοινωνικής πραγματικότητας. Τα αποτελέσματα της ερευνητικής μελέτης έδειξαν ότι, αν και έχουν αρχίσει να γίνονται τα πρώτα βήματα, βάσει της διαπίστωσης ενός σεβαστού αριθμού αναφορών στους διαφοροποιημένους πολιτισμικά και γλωσσικά μαθητές, παραταύτα ο «Οδηγός Νηπιαγωγού -Εκπαιδευτικοί σχεδιασμοί- Δημιουργικά περιβάλλοντα μάθησης» υιοθετεί ένα συγκαλυμμένο εθνικό προσανατολισμό, που προωθείται μέσω των αρχών της πολιτικής της ενσωμάτωσης, του μονοπολιτισμού και της μονογλωσσίας, εφόσον στο σχολικό χώρο γίνονται αποδεκτά τα στοιχεία εκείνα των διαφοροποιημένων πολιτισμικά και γλωσσικά μαθητών που δεν προκαλούν αναταραχή και ανακατατάξεις στις ήδη υπάρχουσες επίσημες εκπαιδευτικές πρακτικές. Παρά την ύπαρξη του νόμου 2413/96 περί της Διαπολιτισμικής Εκπαίδευσης και τις επίσημες κατευθύνσεις της Ευρωπαϊκής Ένωσης για την εφαρμογή προγραμμάτων που προωθούν την ισότιμη συμμετοχή όλων των πολιτισμικών και γλωσσικών ομάδων και την επαρκή αντιπροσώπευση της διαφορετικότητάς τους στα επίσημα αναλυτικά προγράμματα, στα εγχειρίδια των μαθητών και στα βιβλία των εκπαιδευτικών, εστιάζοντας στον «Οδηγό Νηπιαγωγού -Εκπαιδευτικοί σχεδιασμοί- Δημιουργικά περιβάλλοντα μάθησης» διαπιστώνουμε την τουριστική, την προσθετική προσέγγιση διδασκαλίας και όχι την μετασχηματιστική προσέγγιση. Αν και έχουν σημειωθεί κάποια θετικά βήματα για την αναγνώριση των διαφορετικών αναγκών των διαφοροποιημένων πολιτισμικά και γλωσσικά μαθητών, παραθέτουμε ορισμένες πρακτικές επισημάνσεις για την ουσιαστική στάθμισή τους, την πρόσφορη αξιολόγηση και αξιοποίησή τους στα πλαίσια μιας προοπτικής πλουραλισμού. Οι πρακτικές αυτές επισημάνσεις είναι: η αναμόρφωση των αναλυτικών προγραμμάτων όλων των γνωστικών αντικειμένων από ειδικούς της διαπολιτισμικής εκπαίδευσης, η αναγνώριση και διδασκαλία της μητρικής γλώσσας των μειονοτικών ομάδων, η διεθνής ανάπτυξη μιας διακρατικής εκπαιδευτικής συμφωνίας για τον τρόπο παρουσίασης των διαφοροποιημένων πολιτισμικά και γλωσσικά μαθητών, η παραγωγή διαπολιτισμικού διδακτικού και εποπτικού υλικού, η εισαγωγή μιας σειράς μαθημάτων Διαπολιτισμικής Εκπαίδευσης ως υποχρεωτικής σε όλες τις παιδαγωγικές και καθηγητικές πανεπιστημιακές σχολές και τέλος η συνεχής επιμόρφωση των εκπαιδευτικών σε θέματα που άπτονται της διαχείρισης των μαθητών που ανήκουν σε μειοψηφικές πολιτισμικές και γλωσσικές ομάδες. Στην εποχή των ολοένα και αυξανόμενων πολύμορφων και πολύχρωμων κοινωνιών δεν αρκεί απλά η κατάδειξη των διαφορών των διαφοροποιημένων πολιτισμικά και γλωσσικά μαθητών σε ένα αναλυτικό πρόγραμμα ή σε ένα βιβλίο που προορίζεται για τον εκπαιδευτικό. Αυτό που ουσιαστικά χρειάζεται είναι μια εποικοδομητική προσπάθεια καλλιέργειας της αποδοχής της διαφορετικότητας σε θεσμικό και πρακτικό επίπεδο. / Multiculturalism is a prevailing phenomenon in many countries, including Greece. Today, schools are not characterized by homogeny in their population as they include students from diverse culturally and linguistically backgrounds. The aim of this study is to examine how the diverse culturally and linguistically students are presented in «the book of kindergarten teacher», which was published by the Greek Ministry of Education in 2006, 10 years after the implementation of Law 2413/96, entitled «Greek education abroad, Intercultural Education and other provisions». A law based on Intercultural Education which addresses issues related to multicultural classrooms. To analyze our material we use quantitative content analysis, descriptive and interpretive. Our results showed that although there are enough references to diverse culturally and linguistically students, in fact, they are not in congruence with the Law 2413/96 but they are more associated with the policy of integration as only the official language is taught and as only the superficial cultural elements of foreign students are accepted in the educational process.

Syftet med essän är att undersöka hur populärkulturens närvaro och inflytande i förskolan kan förstås utifrån olika perspektiv. Essän tar avstamp i berättelser om hur barn tar inspiration ur populärkulturella erfarenheter då de agerar, vilket leder till konsekvenser, vilka ibland kan upplevas som problematiska. Den undersöker möjligheter och risker med inkludering av populärkultur i förskolan i förhållande till barns literacyutveckling, identitetskonstruktion och inflytande. Den undersöker även vad som kan tänkas ligga bakom exkludering av populärkultur i förskolan.Skrivande har använts som en metod för att reflektera och få syn på nya perspektiv i relation till teorier och tidigare forskning. Reflektionen resulterade i flera upptäckter. Bland annat att klassrelaterade normer kan styra pedagogers val av kulturella aktiviteter i förskolans praktik. Vidare att risken som populärkulturen kan ge upphov till vad gäller identitetskonstruktion i samband med literacyutveckling kan inverteras till möjligheter genom critical literacy. Därigenom kan barn lära sig att se hur texter positionerar oss i samhället och hur de kan positionera sig annorlunda. Slutligen kan inkludering av populärkultur i förskolans praktik, som en konsekvens av barns inflytande stimulera barns literacyutveckling. Eftersom populärkulturen är en del av barns erfarenheter samt att den fungerar som katalysator för lärprocessen, genom att ge upphov till en känsla av flow. / This essay aims to examine how presence and influence of popular culture in junior kindergarten can be understood in different ways. The essay is rooted in narratives about children getting inspired from popular culture in their acting that leads to consequences, which sometimes can be experienced as problematic. It explores possibilities and risks that come with including popular culture in junior kindergarten, in relation to literacy development, construction of identity and influence of children. It also explores how to understand what maybe lies behind the exclusion of popular culture in junior kindergarten.Writing has been used as a method to reflect and to spot new perspectives in relation to theories and previous research. The result of the reflection was multiple discoveries. For instance, class related norms can dominate teachers choices of cultural activities put into practice in junior kindergarten. Further on the risks of popular culture, regarding construction of identity in connection with literacy development could be transformed in opportunities through critical literacy. Thereby children can learn to see how we´re positioned in society by texts and how they can position themselves differently. Eventually, inclusion of popular culture into the practice of junior kindergarten, as a result of child influence can stimulate literacy development. Because the popular culture is a part of earlier experiences of the child and it works like a catalyst in the process of learning, while it creates the feeling of flow.

Made available in DSpace on 2016-06-02T19:35:51Z (GMT). No. of bitstreams: 1 5416.pdf: 2632192 bytes, checksum: ba15bebd999b617129dc0796996f7ec3 (MD5) Previous issue date: 2013-02-28 / The thesis presented here aims to identify which are the learning processes on teacher formation and how them take place, for kindergarten teachers that work specifically with children 0 to 3 years old, at different educational institutions. Through the analysis of the responses given to a structured interview, developed by the researcher, besides communicative reporting and discussion groups guided by the principles of Dialogic Learning, some aspects of the pedagogical practice of six volunteer kindergarten teachers from different educational institutions (one local public, one private and one connected to a public university) have been analyzed; the moments offered by educational institutions that provide training in service for these teachers have been identified; and the obstacles/challenges faced by these teachers on their daily work at the different institutions were identified and analyzed. The techniques for information gathering and the procedures to analyze them respected the postulates of the Critical Communicative Methodology (CCM), developed by the Special Center of Theories and Practices of Overcoming Inequalities (CREA), University of Barcelona, and which is present in researches since the 1990s in Europe. In Brazil it is utilized by the Nucleus of Investigation and Social and Educational Action (NIASE) from Federal University of Sao Carlos (UFSCar) since 2002. This methodology aims to provide a dialogue between the researcher s scientific knowledge and the volunteer teachers practical knowledge. The analyses were guided by the interpretation and description of information between researchers and volunteer teachers, considering the selected social and educational theories, the hypothesis, and the objectives of the research. The conclusions and perspectives found support the hypothesis that indicated failures on initial formation of teachers working with 0 to 3 years old children. These failures are overcome after their professional insertion on the educational institution, and we denominated them as learning processes at the institution . The sources of these learning processes are: the teacher initial reception at the institution; the relationships with their peers, with children and with children s families; the infrastructure offered by the institution, the teacher s work support staff at the institutions; the moments of study and training on the institution and others provided by the institution, and finally, the institutional pedagogic proposal. Beyond the knowledge fonts, it was possible to identify positive practices adopted in a specific institution which allowed suggesting changes to provide maximum learning for children, teachers and families. / A tese, que aqui se apresenta, tem como objetivo identificar quais são e como acontecem as aprendizagens que decorrem na formação docente, de professoras da educação infantil, para trabalhar especificamente com crianças de zero a três anos, em diferentes instituições de educação infantil. Buscou-se conhecer por meio de respostas a um roteiro de entrevista, realização de relatos comunicativos e grupo de discussão, pautados nos princípios da Aprendizagem Dialógica: aspectos da prática pedagógica de seis professoras de crianças de zero a três anos nas diferentes instituições de educação infantil: pública municipal, particular/privada e pública universitária (ligada a uma Universidade Pública); identificar e analisar momentos oferecidos pelas instituições de educação infantil que propiciam a formação, em serviço, destas professoras e identificar e analisar os obstáculos/desafios que são enfrentados por estas professoras no seu trabalho cotidiano, em diferentes instituições de educação infantil. As técnicas para coleta de informações, bem como os procedimentos para análise destas, respeitam os postulados da Metodologia Comunicativo-Crítica (MCC). O primordial nesta Metodologia é proporcionar o diálogo entre os conhecimentos científicos apresentados pela pesquisadora e os conhecimentos do mundo da vida apresentados pelas professoras colaboradoras. As análises pautaram-se na interpretação e descrição das informações entre pesquisadora e professoras colaboradoras, considerando-se as teorias sociais e educativas selecionadas, a hipótese e os objetivos da investigação/pesquisa/estudo. As conclusões e perspectivas encontradas confirmam a hipótese lançada ao considerar possíveis falhas na formação inicial das professoras para o trabalho com crianças de zero a três anos. Essas falhas são superadas na inserção institucional como profissionais e estas superações denominamos aprendizados na instituição . As fontes deste aprendizado são: o acolhimento inicial recebido pela professora na instituição, as relações com os pares, as relações com as crianças, as relações com os familiares, a infraestrutura oferecida pela instituição, a equipe de apoio ao trabalho docente presente na instituição, os momentos de estudo e formação que acontecem na instituição e aqueles promovidos por esta, e finalmente a proposta pedagógica institucional. Para além das fontes de aprendizado, nos foi possível identificar práticas positivas adotadas em determinada instituição que nos serviram para sugerir mudanças para o oferecimento da máxima aprendizagem às crianças, professoras e familiares.

Stressrelaterade besvär ökar och familjelivet har en betydande roll för att bidra till individens hälsa. Det är av vikt att öka medvetenheten om en god balans mellan arbetsliv och familjeliv för att åstadkomma en god hälsa. Syftet med studien är att undersöka hur småbarnsföräldrar upplever livspusslet med arbetsliv och familjeliv utifrån ett folkhälsoperspektiv. Studien har använt sig av en kvalitativ metod och baseras på ett målstyrt urval av sex arbetande småbarnsföräldrar som har intervjuats genom semistrukturerade intervjuer. Det insamlande intervjumaterialet har analyserats med en manifest innehållsanalys. Studiens resultat påvisar att arbetstid, arbetsmiljö och flexibilitet har en stor betydelse när det kommer till stress inom arbetslivet hos småbarnsföräldrarna. Att få mer tid för familjelivet och ett ökat stöd från omgivningen hade enligt småbarnsföräldrarna underlättat vardagen och är något som de flesta av deltagarna hade önskat mer av. Vidare påvisar resultatet att småbarnsföräldrars hälsa påverkas av en obalans mellan arbetsliv och familjeliv, vilket ofta resulterar i stress, energibrist och fysisk överbelastning. Studiens slutsats är att småbarnsföräldrars hälsa påverkas negativt av en obalans mellan arbetsliv och familjeliv.

Orientador: Theresa Maria de Freitas Adrião / Banca: Raquel Fontes Borghi / Banca: José Marcelino de Rezende Pinto / Resumo: Esta pesquisa, financiada pela Fundação de Amparo à Pesquisa do Estado de São Paulo (Fapesp), apresenta e analisa as principais características do formato de financiamento educacional 'Bolsa Creche' e as consequências de sua implantação para o atendimento à educação infantil pública nos municípios paulistas de Piracicaba e Hortolândia. Buscamos averiguar se este modelo correspondia a uma nova lógica de financiamento para a expansão de vagas na educação infantil ou se tratava de uma re-edição dos velhos convênios instituídos nesta área com entidades filantrópicas, comunitárias e ou confessionais. Apuramos ainda, as semelhanças e especificidades existentes no 'desenho' do Programa nos respectivos municípios. Para desenvolver e subsidiar estas análises, além do levantamento teórico concernente ao tema da pesquisa, buscamos junto aos representantes dos órgãos centrais das administrações públicas e dirigentes das escolas públicas e privadas que integraram o rol de estabelecimentos investigados durante a pesquisa, dados educacionais, financeiros e legais relacionados diretamente à implantação do 'Bolsa Creche', coletados por meio de entrevistas semi-estruturadas e consultas aos sites governamentais e ao Banco de Dados desenvolvido pelo Grupo de Estudos e Pesquisa em Política Educacional (Greppe) para a investigação: "Estratégias municipais para a oferta da educação básica: análise de parcerias público-privado no estado de São Paulo" financiada também pela Fapesp e coordenada pela Profa. Dra. Theresa Adrião, da qual esta dissertação é parte integrante. O período delimitado para análise correspondeu, para cada município, o ano imediatamente anterior ao início do Programa e os anos subsequentes, até 2006. O que significou o período de 2001 a 2006 para Piracicaba e 2004 a 2006, para Hortolândia. O 'Bolsa Creche' é um... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research, financed by The State of São Paulo Research Foundation (FAPESP), presents and analyzes the main characteristics of the educational financial format of 'Bolsa Creche' and the consequences of its implementation in the public early childhood education in the São Paulo cities of Piracicaba and Hortolândia. We tried to inquire if such model corresponded to a new logic of financial for the vacancy expansion in the early childhood education or it was a reedition of the old accords instituted in this area with philanthropic organization, communitarian or confessional entities. Established yet, the similarities and peculiarities in the 'design' of the program in their municipalities. To develop and to subsidize these analyses, beyond the theoretical survey concerning to the subject of the research, we search representatives of central government and principals of public and private schools, that had integrated the list of establishments investigated during the research, educational, financial and legal data related directly to the implementation of 'Bolsa Creche', through semi-structured interviews and consultations with government sites and the database developed by the Group of Studies and Research in Educational Policy (Greppe) for research: "Municipal Strategies for offer the basic education: analysis of public-private partnerships in the state of São Paulo", also financed for the Fapesp and coordinated by PhD Professor Theresa Adrião, from which this is part. The period defined for analysis corresponded, for each municipality, to the year immediately preceding the beginning of the Program and subsequent years, until 2006. What meant the period from 2000 to 2006 for Piracicaba and from 2004 to 2006, to Hortolândia. The 'Bolsa Creche' Program is a financial mechanism by which the municipalities that have adopted, transfer public resources... (Complete abstract click electronic access below) / Mestre

This qualitative case study focused on how school leaders’ understandings of (dis)ability were implicated in decision-making and affected student (dis)enrollment in Florida’s Voluntary Prekindergarten Program (VPK). More specifically it explored how leaders in private VPK programs invoked conceptions of normality, and subsequently abnormality, during decision-making processes for student (dis)enrollment. Combining a critical poststructuralist approach (critical disability studies, critical policy analysis), decision-making on (dis)enrollment was contextualized within the current policy ecology. This policy ecology was framed as an historical development of policies regarding preschool for children with and without disabilities in a marketplace shaped by the convergence of federal, state, and local policy, which tended to be based on deficit-oriented perspectives of disability that functioned to (re)constructed what was understood as (dis)ability. Further, findings focused on how policy, market, and VPK leaders’ understanding of (dis)ability influenced decision-making rationales and outcomes affecting (dis)enrolled students. Findings indicated their sense of identity impacted their interpretation of and reaction to program polices, local market pressures and their construction of the “good consumer”—a parent/child dyad prepared for rigor and the exhibition of self-control. Reciprocity emerged as a theme and suggested good consumers reinforced VPK leaders’ desired identity. In addition, VPK leaders’ justified enrollment and disenrollment decisions within a continuum of exchanges that occurred between consumers and themselves. Leaders who embraced service or spiritual based leadership practices tended to be more inclusive of children with diverse needs. Implications for future research should address 1) how VPK leaders include children with a range of abilities in their (pre)schools, 2) examine parents’ decision-making practices about their child’s (dis)enrollment in VPK centers, 3) policy clarification at the intersection of IDEA, ADA, and VPK, and 4) explore how local education agencies and private preschools can build infrastructure to support the inclusion of children with diverse learning needs in VPK centers. Such research can shed light on the complexity of decision-making with respect to enrollment for publicly-funded voucher programs on the private VPK market and how those decisions function to (re)shape discourses of normality in early childhood.

This thesis deals with leisure time of preschool children. The theoretical part describes the preschool children in view of their development, the importance of family, kindergarten and leisure. It also discusses the free time where there are defined basic concepts, as well as functions of leisure time, the factors that affect leisure and specifics of children's leisure time. Finally, it is engaged in activities related to the leisure time of preschool children. The principal activity is the free game, among others include work and learning. These last two operations usually are spontaneous and kids do not even realize they are learning or working. The practical part deals with a qualitative research. Based on realized structured interviews will be found categories characteristic of a experience of time off at preschool children.