This thesis deals with breeding and visiting programs with animals (options, reasons, positives and negatives, evaluation of parents and staff) in kindergartens in the two most populous regions in the Czech Republic. Further it provides an in depth analysis of influence of selected invertebrate animals on preschool children in two specified kindergartens and looks into parent's attitudes and evaluation of animal breeding in the chosen classes. It is a combinated empirical applied research whose methods are directly participated unstructured observation of individuals or groups, video recording, explorative method - questionnaire (for the children's parents in the class and for the kindergartens) and analysis of qualitative data from the questionnaires and evaluation of the results. The thesis is divided into three parts according to the target group on which the research is focused. Both the results and the specified literature confirm the importance of continuous presense of animals in the proximity of preschool aged children in several areas of their personality development (emotions, environmental feelings, communication, motivation, responsibility, thoughtfulness, concentration, attention, senses, interest, calming down, cognition - the cycle of life and animal characteristics). Staff and...

This thesis deals with the personal and social development of preschool teachers as one of the possibilities for their further education. The theoretical part describes the current available types of professional competencies of current preschool teachers and focuses on their professional development through personal and social education (PSE). The aim of the empirical part is to create, implement and reflect short-term practical training for kindergarten teachers in selected topics of personal and social education through a form of action research. Selected topics (issue of rules in kindergarten, communication and mental hygiene) came from a questionnaire of interest in education issues of PSE. The aim of the course is skills training and improving of professional competence of teachers in selected areas through self-experience activities. Also the course leads teachers to think about appropriate solutions of problematic educational situations through joint discussion, sharing of professional experiences, reflection and self-reflection of teachers. The secondary purpose is to show the topics from the view of teachers' working with children and to link them with key competencies for preschool education, educational areas and expected outcomes of the national curriculum Framework Educational Program...

Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Oregon each year to teach in bilingual programs, particularly at the primary grade levels. However, for the most part, the emphasis of instruction and teacher preparation is on developing student English skills rather than supporting bilingualism (Flores, Sheets, & Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005). There is a need in Oregon to effectively prepare bilingual teachers who can help Spanish-speaking students develop biliteracy skills in the early grades. The purpose of this qualitative phenomenological study was to explore in depth the lived experiences among Oregon bilingual reading specialists in relation to biliteracy. The research question was "How do bilingual reading specialists understand the phenomena of teaching biliteracy to bilingual students?" Three themes emerged from the interviews conducted: collaboration, language and caring. The insights gained from the lived experiences of bilingual reading specialists can allow teacher educators, school district personnel, and state policy makers to better understand the phenomenon of developing biliteracy and change the way we prepare bilingual teachers in Oregon regarding biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to include courses in biliteracy as part of the initial teaching license, deliver courses in Spanish, and provide practicum experiences that prepare bilingual teachers and reading specialists to collaborate with colleagues and families. Also, it is important that some of the strategies identified at the state level as part of the English Learner Strategic Plan specifically focus on biliteracy and dual language programs.

As a result of the recent rapid increase in number of nursery schools in the United States a great deal of interest in nursery education has been evinced. The purpose of this study is to present a descriptive sketch of the nursery schools conducted at Western Kentucky Teachers College in such a manner that some results of the work may be shown.

Alors que l'efficacité et l'intérêt des dispositifs d'enseignement bilingue précoce ont été largement démontrés, peu d'études se sont penchées en détail sur les processus à l'oeuvre dans l'acquisition précoce d'une langue étrangère. Cette étude vise à analyser le développement de la compétence en L2 chez de jeunes enfants, dans un contexte où l'école est la seule source d'exposition à celle-ci. À partir d'un corpus recueilli dans des classes de maternelle et primaire de deux écoles franco-américaines en Californie, nous proposons d'examiner comment des enfants anglophones de 4 à 7 ans scolarisés dans un dispositif de type immersif construisent leur compétence en français. En nous appuyant sur un cadre interactionniste d'acquisition de la L2, nous montrerons comment ce contexte spécifique impacte le déroulement de l'acquisition, en termes d'opportunités d'interaction et d'input adressé aux enfants, et examinerons dans quelle mesure il fournit un socle aux premières acquisitions en français. Cette étude vise également à évaluer le rôle de l'âge dans le déroulement de l'acquisition. Nous suggérons que l'idée selon laquelle commencer l'apprentissage d'une L2 le plus jeune possible serait garant d'une meilleure maîtrise de la langue n'est pas nécessairement valable dans ce contexte particulier d'acquisition, tant de multiples autres facteurs sont à prendre en compte (conscience linguistique et métalinguistique, stratégies d'interaction, influence de la L1). Des pistes pédagogiques sont également proposées à partir de ces résultats, afin de fournir quelques orientations pour l'enseignement bilingue en maternelle. / While the benefits of early bilingual education programs are widely praised and acknowledged, relatively little is known about the processes involved in child second language acquisition. The aim of this research is to investigate L2 development in young children while school is their only source of exposure to the L2. Relying on corpora collected in two French-American kindergarten and primary schools in California, this work focuses on how French is acquired by English-speaking children from 5 to 7 through immersion education. Following interactionist theories of L2 acquisition, it is shown how this specific context bears on the course of acquisition in terms of interaction opportunities and input addressed to the children, and also how it provides them with scaffolding patterns that are instrumental in the first stages of L2 acquisition. This study also attempts to assess the role of age in L2 acquisition and suggests that "the younger the better" position, as advocated by some researchers, does not necessarily hold in this setting. Instead, it seems that child second language acquisition in this context is a rather complex phenomenon involving many factors such as linguistic and metalinguistic awareness, interaction strategies, or influence from L1. Based on these findings, pedagogical guidelines for bilingual teaching in kindergarten are provided.

Nous nous proposons d’étudier, dans cette thèse, une question essentielle et relativement peu traitée dans les recherches françaises en sciences de l’éducation, elle concerne la genèse des acquisitions des élèves et leur évolution au cours de la scolarité. En nous appuierons sur la mobilisation des données longitudinales (panel 1997) ainsi que sur la mise en œuvre d'une expérimentation musicale à l'école maternelle, nous chercherons à répondre à ces questions : Comment se structurent et évoluent les premiers apprentissages des élèves dans le contexte scolaire et socioéconomique ? En quoi les capacités cognitives des élèves ont un impact sur leurs performances scolaires ? Est-ce que des activités spécifiques peuvent avoir un effet positif sur les compétences scolaires, via un accroissement des capacités cognitives ? Des analyses implicatives menées sur les données du panel ont mis en évidence la hiérarchisation des compétences des élèves et l’importance des capacités cognitives sur leur rendement scolaire. La revue de littérature regorge d’exemples probants qui attestent qu’il est possible d’accroitre les performances scolaires des élèves en développant certaines de ces capacités cognitives, et que la musique est un outil particulièrement efficace en ce sens. Nous avons donc cherché à tester empiriquement l’impact de la musique sur les capacités cognitives et sur les performances scolaires des élèves en effectuant une recherche expérimentale. Elle repose sur une méthodologie robuste qui garanti la validité des résultats qui en sont issus. Si les résultats des analyses de différence de différences, confirmés par les modèles de réponse à l’item, sont peu concluants quant à l’impact de la musique sur les progressions des capacités cognitives, nous avons montré et vérifié via le modèle d’Heckman que le traitement expérimental a un effet sur les performances scolaires des élèves. / We propose to study in this thesis, a key issue and relatively little discussed in the French research in educational sciences, it concerns the genesis of pupil learning and their evolution during the tuition. We mobilize a longitudinal data (Panel 1997) and the results of a musical experimentation in kindergarten to answer to these questions: How are structured the first acquisitions of pupils and how is it linked to the school context and socio-economic variables? How the cognitive abilities of students affect their academic performance? Are specific activities can improve academic skills through an increase in cognitive abilities? Implicative analysis conducted on panel data has revealed a hierarchical structure of students' skills and the importance of cognitive skills on academic performance. The review of the literature demonstrates that it is possible to increase the academic performance of students by developing some of these cognitive abilities, and that music is a particularly effective tool in this sense. Therefore, we sought to empirically test the impact of music on cognitive ability and academic performance of students by our experimental research. It relies on a robust methodology which guarantees the validity of results derived from it. The result of difference in differences analyzes, confirmed by item response theory, is inconclusive for the impact of music on the progression of cognitive abilities. However, we have shown and verified via Heckman model that the experimental treatment has an effect on the academic performance of pupils.

Made available in DSpace on 2016-04-27T16:57:41Z (GMT). No. of bitstreams: 1 Mirian Ferreira de Brito.pdf: 4515414 bytes, checksum: c88943f21f067fcb81b92d35805f1297 (MD5) Previous issue date: 2015-11-13 / Universidade do Estado da Bahia / Studies and research on early childhood education gained greater prominence in the past five decades, it was motivated by the Federal Constitution, which recognized this educational stage and included it as part of basic education. Such change ensured some rights to the children, but even with advances and documents about it, even as the Guidelines and Curriculum Framework, some gaps are still visible in teacher training at this stage of education. Thus, we seek answers for regarding questions to the courses and curriculum, where such teachers graduate, particularly in mathematics, for being part of our training universe, work and studies. Thus, we seek through this qualitative approach research, to analyze aspects of teacher training to mathematical knowledge in the curriculum structures of the Degrees in Education, of the Bahia State Universities, taking into account three components: theoretical concepts about of the mathematics, specific mathematical content and practical contents of the mathematics. Therefore, we analyzed the flow charts and summary of the curriculum components, presenting mathematical knowledge, as well as profissiográficos profiles of courses. As main results, we can see the flow charts, which from the eighteen presented courses, only three of them exhibited two curriculum components, and the others exhibited only one component. In the summary, we checked that ten components showed no specific contents of mathematics and only six offered the three components. At profissiográficos profiles, we checked that the teaching and management were nominated in all courses, since teaching for early childhood education, despite being recorded in twelve courses, it do not appear on any of them. In this way, the data disclosed in the general training and/or fast by the ampleness of indicated performances in the courses, and also confirmation of low workload for researched mathematical contents theoretical, specific and practical / Estudos e pesquisas sobre educação infantil ganharam maior destaque nas últimas cinco décadas, motivadas pela Constituição Federal, que reconheceu esta etapa educacional e a incluiu como parte da educação básica. Tal mudança, assegurou alguns direitos à criança, mas, mesmo com os avanços e documentos relacionados a isso, como as Diretrizes e o Referencial Curricular, algumas lacunas ainda são visíveis nas formações de professores para essa etapa da educação. Deste modo, procuramos respostas para questionamentos referentes aos cursos e à estrutura curricular, onde formam tais professores, particularmente em relação à matemática, por fazer parte de nosso universo de formação, trabalho e estudos. Assim, buscamos através dessa pesquisa, de cunho qualitativo, analisar aspectos relativos à formação do professor para os conhecimentos matemáticos, nas estruturas curriculares das Licenciaturas em Pedagogia, das Universidades Estaduais da Bahia, levando em consideração três vertentes: conteúdos teóricos sobre a matemática, conteúdos matemáticos específicos e os conteúdos de práticas da matemática. Para tanto, analisamos os fluxogramas e as ementas dos componentes curriculares, que apresentaram conhecimentos matemáticos, assim como os perfis profissiográficos dos Cursos. Como principais resultados, podemos observar nos fluxogramas, que dos dezoito Cursos apresentados, somente três deles apresentaram dois componentes curriculares, e que os demais apresentaram somente um componente. Nas ementas, verificamos que dez componentes não apresentaram conteúdos matemáticos específicos, e apenas seis ofertavam as três vertentes. Nos perfis profissiográficos, verificamos que a docência e gestão foram indicadas em todos os Cursos, sendo que a docência para a educação infantil, apesar de estar registrada em doze Cursos, não aparece exclusivamente em qualquer um deles. Desse modo, os dados nos revelaram formações generalistas e/ou aligeiradas pela amplitude de atuações indicadas nos Cursos e, ainda, constatação de baixa carga horária para os conteúdos de matemática pesquisados teóricos, específicos e práticos

Made available in DSpace on 2016-04-27T14:30:37Z (GMT). No. of bitstreams: 1 Jayson Magno da Silva.pdf: 1502897 bytes, checksum: 3e4b3fb5cd182233dedb4853d4382352 (MD5) Previous issue date: 2011-05-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this research is a reflection upon integration of technologies of information to the curriculum. The case study, which was based on the epistemology of Paulo Freire, has as its main plea the use of radio on the internet and takes as starting and arrival point, the voice of the subjects (teacher and student), mediated by the use of technologies in a way of favoring the participation on the curriculum construction and, consequently, the learning process and empowerment. It is a case study about the project called Rádio Jacaré FM (FM Alligator Radio), a pedagogical action that takes shape on the use of radio on the internet, accomplished by a kindergarten teacher and her students from the municipal public network. The research involved the analysis of the directors , the teacher s and sixteen students voices. The research points out, under consideration, that the dialogical action based on Paulo Freire s pedagogy makes the assumption of subjects (teacher and students) while curriculum constructors, by their participation on the radio on the internet, what potentiates the expression of their voices on the classroom dimension which also covers other spaces outside the school and in the digital world / Esta pesquisa tem por objetivo refletir sobre integração de tecnologias da informação e comunicação ao currículo. O estudo de caso, fundamentado na epistemologia de Paulo Freire, tem como argumento central o uso da rádio na internet e toma como ponto de partida e chegada a voz dos sujeitos (professor e aluno), mediatizada pelo uso das tecnologias, de forma a favorecer sua participação na construção do currículo e, por conseguinte, a aprendizagem e o empoderamento. Trata-se de um estudo de caso sobre o projeto Rádio Jacaré FM, uma ação pedagógica que se concretiza no uso do rádio na internet, realizada por uma professora de educação infantil e sua turma de alunos e alunas da rede pública municipal. A pesquisa envolveu a análise da voz dos gestores, da professora e de dezesseis alunos e alunas. A pesquisa aponta, a título de considerações, que a ação dialógica (dialogicidade) fundamentada na pedagogia freireana oportuniza a assunção dos sujeitos (professor e aluno) enquanto construtores do currículo, por meio da participação da rádio na internet que potencializa a expressão de sua voz na dimensão da sala de aula que também abarca outros espaços fora da escola e no mundo digital

Made available in DSpace on 2016-04-27T14:30:40Z (GMT). No. of bitstreams: 1 Maria do Carmo Custodio.pdf: 1700987 bytes, checksum: 8d438671ba4fde82cf931f71a7947be7 (MD5) Previous issue date: 2011-05-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research aims to understand and analyze the implications of educational policies for improving the teaching, post LDB 9394/96, in the process of professionalization of teaching in basic education, especially in kindergarten and early years of elementary school. Considering the professional differences between teachers in initial and final stages of basic education, research is directed toward the analysis of teacher s professional development of kindergarten and early years of elementary school in the municipal schools of Uberaba-MG. Like a conceptual cutout, the study focuses on two axes of discussion and analysis: first, the theoretical debate on the issues related to teaching and professionalization of teaching, and second, the management of public policies aimed at valorization of teaching in the context of the educational reforms arising from the LDB 9394/96, focusing fundamentally training and career. These axes allow us to think the complexity of links and interpenetrations within the process of professionalization of faculty teaching, the tension between public policy of valorization of teaching, when taking the dimensions of training and career as a unit and the implications for the teacher s professional valorization in kindergarten and early years of elementary school. This is a qualitative research with a descriptive and exploratory mold, with the principles of Freire's epistemology dialectic. For the survey, was used as procedures: a bibliographical and documentary research, application of questionnaires and semistructured interviews. For the research of lifting of empiric data were investigated educational managers and teachers working in kindergarten and early years of elementary schools of the municipal school of Uberaba-MG. This study allowed us to realize that policies for valorization of teaching, in those matters which relate to training and career are historically intertwined with the problem of quality of public education. With regard to the teaching profession, we can see a split between those who possess knowledge or not a socially recognized knowledge. In this sense, teaching in kindergarten and early years of primary education is still not recognized as a profession by society and governments in its training and career policies. The discourse of professionalism has been constituted as a contradictory set of values in the articulation of production and reproduction that has served to maintain the devaluation of the teaching profession and to legitimize the control and the reforms sought by the State. Thus, the discourse of the professionalization of the educational policies converges in practices against the professionalization / Esta pesquisa tem como objetivo compreender e analisar as implicações das políticas educacionais de valorização do magistério, pós LDB 9394/96, no processo de profissionalização do magistério na educação básica, especialmente na educação infantil e nos anos iniciais do ensino fundamental. Considerando as diferenciações profissionais existentes entre os professores das etapas iniciais e finais da educação básica, a investigação está direcionada para a análise da valorização profissional do professor da educação infantil e anos iniciais do ensino fundamental na rede municipal de ensino de Uberaba-MG. Como recorte conceitual, o estudo centra-se em dois eixos de discussão e análise: primeiro, a discussão teórica em torno dos aspectos relativos ao trabalho docente e profissionalização do magistério, e segundo, a gestão das políticas públicas direcionadas à valorização do magistério no contexto das reformas educacionais decorrentes da LDB 9394/96, enfocando fundamentalmente a formação e a carreira. Esses eixos permitem pensar a complexidade das relações e interpenetrações existentes no processo de profissionalização do magistério docente, a tensão entre as políticas públicas de valorização do magistério, quando se toma as dimensões da formação e da carreira como unidade e as implicações na valorização profissional do professor da educação infantil e anos iniciais do ensino fundamental. Trata-se de uma investigação de natureza qualitativa, com caráter descritivo-exploratório, tendo como princípios a epistemologia dialética freireana. Para a realização da pesquisa, foi utilizado como procedimentos: a pesquisa bibliográfica, documental e a aplicação de questionários e entrevistas semi-estruturadas. Para a pesquisa de levantamento de dados empíricos foram investigados gestores educacionais e professores que atuam na educação infantil e anos iniciais do ensino fundamental de escolas da rede municipal de ensino de Uberaba-MG. Este estudo possibilitou perceber que as políticas de valorização do magistério, nos aspectos que se referem à formação e a carreira estão, historicamente, entrelaçadas à problemática da qualidade do ensino público. No que diz respeito ao magistério como profissão percebe-se uma fratura entre os que possuem ou não um conhecimento reconhecido socialmente e, nesse sentido, o magistério na educação infantil e anos iniciais do ensino fundamental ainda não é reconhecido como profissão pela sociedade e pelos governos em suas políticas de formação profissional e carreira. O discurso da profissionalização tem se constituído em um jogo contraditório de valores na articulação das esferas da produção e da reprodução que tem servido para a manutenção da desvalorização do magistério e para legitimar o controle e as reformas pretendidas pelo Estado. Assim, o discurso da profissionalização das políticas educacionais se convergem em práticas desprofissionalizantes

The purpose of this study was to examine the cognitive types and functions of questions orally posed by early childhood teachers in kindergarten through 3rd grade during a 90-minute literacy block. The cognitive types of questions were determined by the criteria established using Hess’ Cognitive Rigor Matrix (Hess, Jones, Carlock, & Walkup, 2009). The functions of the posed questions were determined by criteria based on the work of Costa (2001), Hughes (as cited in Fusco, 2012), and Lowery (as cited in Fusco, 2012). This study examined questioning strategies used by 12 early childhood teachers from a Northeast Tennessee School District. The 12 teachers orally posed questions were recorded, scripted, and coded by the researcher to determine each question’s type, frequency, and function and how these indicators serve to increase student engagement during the literacy block. Results from the study show that the majority of questions posed are low in cognitive level requiring students to perform primarily at the basic level of remembering and understanding. The primary function of the recorded posed questions called for students to verify their understanding and many closed questions were asked during the documented lessons. The time teachers gave students to answer a question was minimal and a single student generated response was the predominant vehicle used to glean an answer to a presented question. While the teachers in this study appeared to understand the importance of posing high level cognitive questions in order to increase Common Core Standards instruction, results from this study showed that there seems to be a disconnect between what teachers think they do and their actual practice in regard to posing effective questions as a strategy for active student engagement and learning.