This Masters thesis focuses on issues of Specific Language Impairment - SLI of children of pre-school age. It monitors and evaluates development of their communication and motor skills during their time in kindergarten. The theoretical part focuses on defining basic terms which relate to communication and communication disorder with the emphasis on SLI. The psychomotor and communicational development of child from birth to entering school is described too. Also how this all affected creating the Framework Educational Programme for preschool education. The aim of the empirical part was to observe four children with SLI during their attendance at a pre-school for children with specific needs. Speech and psychomotor development of these children and its changes in connection to their teachers' intervention was observed. Part of the research included interviews with children's parents and those are also evaluated. The survey was done by the qualitative method. We get four case histories. At the end was evaluated the aims of the survey and answered questions asked and summarized the results of my investigation.

Author's fairy tale with a musical theme as a means to improve cooperation and kindergarten is the main aim of the thesis. The musical development of the child until the end of the preschool age and its subsequent response opens the theoretical part, musical ability - characteristics, creativity, integration of musical abilities, integrative design, and creative dramatics conclude the theoretical part, which will be followed by a practical part. The practical part will consist of architectural scenario where a subsequent analysis of the Copyright scenarios, questionnaires, interviews and observations will serve as a result of the thesis.

Possibilities of multicultural approaches in kindergarten work. This thesis focuses on multicultural education and the possibilities of use in kindergartens in Cheb, where the teachers very often encounter children of other nationalities, in particular with children of Vietnamese parents coming to the Karlovy Vary region to pursue their business activities in this border region. The theoretical part highlights the increasing number of immigrants in the Czech Republic. The thesis explains the terminology relating to multicultural education and it also emphasizes its links with the Framework Education Programme and classroom education programmes. It places emphasis on the preparedness of teachers for multicultural education as well as their preparedness in the domain of child speech development and possibilities of helping children of different nationalities with learning Czech language. The practical part points out the focus on developing vocabulary and communication skills as one of the possibilities of multicultural approach of teachers and kindergartens. In addition, it presents the results of a pedagogical survey related to Vietnamese parents and their attitude to the need of learning Czech language by their children.

Second language (L2) learners are a growing population in Canadian school systems, and acquisition of literacy skills is critical to their success in Canadian society. While much research has been devoted to writing development in first language (L1) learners, text-level writing remains relatively underexplored in L2 populations. The present study sought to address this gap by considering the relative contributions of component oral language and word-level literacy skills to writing in elementary students speaking English as a first (EL1) or second (EL2) language. A sample of 124 kindergarten students (56 EL1, 68 EL2) and 112 grade three students (51 EL1, 61 EL2) completed a battery of standardized measures assessing oral language, word-level literacy, and writing skills. An ordinary least squares (OLS) regression-based mediation path analysis was used to test associations among oral language, word-level literacy, and writing skills in each group. Results indicated that word-level literacy skills had a significant direct effect on writing in all groups, but that oral language had no significant direct effect on writing in any groups. Instead, the effect of oral language on writing was significantly mediated by word-level skills in the kindergarten EL1 and EL2 groups, and the grade three EL1 group. The indirect effect of oral language on writing through word-level skills was not significant in the grade three EL2 group. Despite this, no significant differences in variable associations were found between EL1 and EL2 groups in either grade. Oral language skills were additionally found to have a significant effect on word-level literacy skills in the kindergarten EL1 and EL2 groups and the grade three EL1 group; the significance of this effect in the grade three EL2 group was unclear. Results of this study are discussed in relation to existing literature, and existing theories of L1 and L2 writing. / Graduate

Notre travail porte sur les ressources et les connaissances professionnelles des professeurs. Nous nous intéressons en particulier à l'enseignement du nombre à l'école maternelle et considérons le cas des ressources technologiques. Concevoir et mettre en oeuvre un enseignement ayant recours à ces ressources d'une manière qui favorise les apprentissages est complexe et implique sans doute des évolutions dans les ressources, les pratiques et les connaissances professionnelles des professeurs. Notre thèse s'intéresse précisément à saisir ces évolutions et les moteurs de ces évolutions. Nous mobilisons l'approche documentaire du didactique qui nous permet d'envisager l'intégration des ressources technologiques dans le système de ressources des enseignants. Nous articulons à cette approche la notion d'orchestration et analysons les délicates gestions didactiques des ressources technologiques et de ressources tangibles dans les classes de maternelle. Notre travail s'inscrit dans un projet de conception de ressources (projet Mallette, groupe MARENE). Nous suivons sur une durée longue le travail documentaire de deux professeures impliquées dans ce projet.Nous proposons une « plongée » au coeur de la documentation de ces deux professeures. Nous mettons en évidence les articulations entre un système de ressources général et un système de ressources local, lié à l'enseignement du nombre. Nous développons les notions de ressources indispensables et pivots pour penser ces liens. Nous proposons d'y articuler la notion de blocs de ressources situées. Notre étude permet également d'identifier de nouvelles orchestrations spécifiques de l'école maternelle. Elles sont liées à des connaissances professionnelles et des ressources partagées par les professeurs exerçant dans ce contexte (importance de la manipulation en mathématiques, ressources tangibles). Cette étude met en relief des genèses documentaires différentes chez les deux professeures suivies. Nous montrons l'existence de genèses dynamiques dans lesquelles s'entrelacent des processus d'instrumentalisation et d'instrumentation portant sur la conception et la mise en oeuvre d'un enseignement impliquant les ressources technologiques, mais aussi plus largement portant sur l'enseignement du nombre. L'observation des élèves et le collectif sont des moteurs essentiels dans le déploiement de ces genèses. / Our research focuses on kindergarten teachers' resources and professional knowledge. We examine how numbers are taught, particularly with technological resources. Designing and implementing teaching units with these resources, in a fruitful way, is complex, and probably implies that these resources, along with teachers' practices and professional knowledge, evolve. We notably attempt to grasp these evolutions and their impetus. Our theoretical framework mainly refers to the documentational approach of didactics, that allows us to observe how technological resources are integrated in teachers' resource systems. We link up with this approach the notion of orchestration, and analyse the fine didactic management of technological and tangible resources in kindergarten classes. Our study lies within the framework of the research group MARENE, a project on the designing of resources and of the follow-up of their use. Thus, we follow the long-term documentation work of two teachers involved in this project.We propose an « immersion » at the core of these two teachers' documentation activity. We highlight how a general resource system is articulated with a local resource system on the teaching of numbers. We develop the notions of essential ressources and of pivotal resources in order to examine this articulation. We propose to join another notion to these, the notion of set of situated resources. Our research also makes us identify new specific orchestrations at kindergarten school. These are deeply linked to professional knowledge and to resources shared by teachers working in this context (importance, in mathematics, of manipulation, of tangible resources) . We bring out differentdocumentational geneses among the two teachers we follow. We show the dynamic geneses in which the instrumentalisation and instrumentation processes overlap, when it comes to the designing and implementation of lessons including technological ressources, but also, in a broader perspective, as regards the teaching of numbers. The observation of pupils and the collective are essential incentive for the unfolding of these geneses.

Made available in DSpace on 2016-03-15T19:42:42Z (GMT). No. of bitstreams: 1 Cintia Ribeiro Rondon.pdf: 30479827 bytes, checksum: 848b26a4d6902af7d3585aa5fd269439 (MD5) Previous issue date: 2014-03-21 / Universidade Presbiteriana Mackenzie / In a first moment, the research intended to rescue the lost laces , or better, undones between the human being, the human being in your first childhood and the natural environment while favorable environment to the psychic wellness, to the health and to the educative practices aiming learnings in the Infant Education, in a integrated manner. And this affinity, the need of the meeting between the human being and the nature can be demonstrated in vary artistic records, as pictures, tapestries, wares, sculptures, and other artistic manifestations (and even in people´s own names, of streets, neighbors or cities) and in the core of many religions and philosophies. The second moment of the thesis tried to answer the following question formulated by the tutores to focus better the study objects: Which phase of the scholar education would be pertinent in this study that seeks pioneer examples that owned educative green yards in the city of São Paulo? Actually, if we wish to know about the pioneers built in the city of São Paulo, the right is the famous phrase: begin by the beginning . In other words, the ideal is to focus the research in the scholar yards of the Infant Education, for being the first scholar yard of the life of a child after his or her contact with their´s family yards. And in this way we start to lapidate yard-gardens of paulistanos´ Kindergartens! Research that detailed, raised data and facts known and unpublished about gardens (Landscaping Art) & children (History of Culture, in the case the Infantile) & Kindergarten (Education). Interdisciplinary extension contemplated in the Stricto Sensu`s course profile in Education, Art and History of Culture in which this thesis is inserted. Invisible yards, these and our pioneer paulistanos. Still little is known about them, historically, architecturally. Except lot of works about its Pedagogy based in the Froebel System theory that amalgamated the examples identified and selected. Therefore, we call them invisible Yards, because we need to transform them visible again. Because they were capable to connect garden and infant education and natural environment. And also can be rescued to renew the actual scholar yards, starting by the firsts: of Infant Education. These discoveries are made with emphasis in a last moment, with the deeper study about the garden of the Kindergarten attached to the Escola Normal Caetano de Campos: Histories of a caetanista Kindergarten student, Architecture and Landscaping. Followed by a serie of reflexions of the own graduate student in the reading of projects in this areas. Possible analyses if understood in two big concepts: of Micro-History of Cultural History (Peter Burke) and of Method of the Theory Based on Data , de Glaser and Strauss. / Num primeiro momento, a pesquisa pretendeu resgatar os laços perdidos, ou melhor, desfeitos entre o ser humano, o ser humano em sua primeira infância e o meio natural enquanto ambiente favorável ao bem estar psíquico, à saúde e às práticas educativas visando aprendizagens na fase da Educação Infantil, de modo integrado. E esta afinidade, a necessidade do encontro entre o ser humano e a natureza pode ser demonstrada em vários registros artísticos, como quadros, tapeçarias, louças, esculturas, entre outras manifestações artísticas (e até mesmo no próprio nome das pessoas, de ruas, bairros ou cidades) e no cerne de muitas religiões e filosofias. O segundo momento da tese tentou responder a seguinte pergunta formulada pela orientadora para focar mais os objetos de estudo: Qual fase da educação escolar seria pertinente neste estudo que busca exemplares pioneiros que possuíssem "pátios educativos verdes" na cidade de São Paulo? Na verdade, se desejamos saber sobre os pioneiros construídos na cidade de São Paulo, o certo é a famosa frase: "começar pelo começo". Ou seja, ideal é focar a pesquisa nos pátios escolares da Educação Infantil, por serem o primeiro pátio escolar da vida de uma criança após seu contato com o quintal de sua família. E assim começamos a "lapidar" pátios-jardins dos Jardins de Infância dos paulistanos! Pesquisa que detalhou, levantou dados e fatos - conhecidos e inéditos - sobre jardins (Arte Paisagística) & crianças (História da Cultura, no caso a Infantil) & Jardins da Infância (Educação). Gama interdisciplinar contemplada no perfil do curso de Stricto Sensu em "Educação, Arte e História da Cultura" no qual esta tese esta inserida. Pátios invisíveis, estes e os nossos pioneiros paulistanos. Ainda pouco se sabe sobre eles, historicamente, arquitetonicamente. Exceto muitos trabalhos sobre sua Pedagogia baseada no Sistema de Froebel - teoria que amalgamou os exemplares identificados e selecionados. Assim, os chamamos de "Pátios Invisíveis", porque precisamos torná-los visíveis novamente. Porque eles foram capazes de conectar jardim e educação infantil e meio natural. E também podem ser "resgatados" para renovar os pátios escolares presentes, a começar pelos primeiros: da Educação Infantil. Estas descobertas se dão com ênfase num último momento, com o aprofundado estudo sobre o jardim do Jardim da Infância anexo à Escola Normal Caetano de Campos: Histórias de uma aluna do Jardim da Infância caetanista, Arquitetura e Paisagismo. Acompanhado de uma série de reflexões da própria mestranda na leitura dos projetos destas áreas. Análises possíveis se entendidas dentro de dois grandes conceitos: o da Micro-História da História Cultural (Peter Burke) e o do "Método da Teoria Fundamentada nos Dados", de Glaser e Strauss.

The specific goal of this study was to determine the use of the physical classroom environment as a teaching and learning tool in an era of the implementation of the Common Core State Standards Initiative (CCSSI). This qualitative multi-case study focused on the learning principles and epistemological beliefs of primary teachers with reference to the physical classroom environment and the teaching process in regard to meeting the expectations set forth by the CCSSI. The researcher sought participation from a city school district in Northeast Tennessee which included a total of 8 participating teachers consisting of 2 each of grades kindergarten, first, second, and third. The Teacher Beliefs Survey (Woolley, Benjamin, & Woolley, 2004) was administered to determine teachers’ philosophical position regarding constructivist and traditional beliefs. Based upon responses, 8 teachers representing the most constructivist and most traditional teachers in each grade were selected for further participation. Teachers’ practices and perceptions of the role of the physical environment in the teaching and learning process including consideration of the CCSSI were further explored through interview. Each physical classroom environment was evaluated using the Primary Educators Environment Rating Scale (PEERS), a rubric designed to assess the use of the physical classroom environment on a continuum from traditional to constructivist practices (Evanshen & Faulk, under review). Observational field notes and photographs were collected in order to document environmental components of the physical classroom environment of each participant. Data was collected and triangulated through the use of the aforementioned methods. Through the data analysis process, the researcher found all participants to demonstrate support for the role of the physical environment in the teaching and learning process which was determined based on results of the interview in conjunction with findings of the PEERS and supporting photographic evidence. Each teacher’s personal experiences and philosophy of education was found to guide the physical classroom environment design and layout in various ways. While most teachers felt the CCSSI had little or no impact on their physical classroom environment, all shared in varying degrees the use of the physical environment as a tool to support students in developing 21st century skills.

This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading achievement after the implementation of NCLB. Additionally, spending by school districts increased a significant amount and NCLB raised teacher pay and the number of teachers entering the profession with graduate degrees. Within schools, NCLB appears to have directed instruction towards math and reading and away from other subjects as teachers strove to achieve proficiency on the new accountability measures implemented by NCLB.

The purpose of this study was to explore, study, outline and describe tutoring strategies applied by American Reads (AR) tutors and non-America Reads (nAR) tutors helping young tutees develop early literacy skills. There is limited research on the implementation of effective tutoring strategies during one-on-one tutoring with elementary school children in terms of early literacy development. Most of the literature is split between peer tutoring and program tutoring. This lack of research presents a particular challenge when it comes to identifying an effective tutor and effective tutoring methodologies. Using a qualitative approach, this study utilizes survey data, session recordings, and interviews to not only explore the process of tutoring, but also the strategies, learned or otherwise improvised, applied by volunteer and paid tutors. Based on the data and analysis, the researcher identified effective tutoring strategies of early literacy tutors and made suggestions for further research.

本研究旨在探討不同背景變項(個人背景、園所環境、多元文化人格、多元文化經驗)對幼稚園教師多元文化教學能力之影響。首先了解幼稚園教師不同背景變項與多元文化教學能力之現況；其次分析不同背景變項對多元文化教學能力之差異情形；第三，分析幼稚園教師多元文化人格與多元文化教學能力之間的相關；最後以多元迴歸分析不同背景變項對幼稚園教師多元文化教學能力之預測力。 本研究透過文獻探討以及問卷調查法來探討上述目的，利用改編之「多元文化教學能力量表」、「多元文化人格量表」為研究工具，以新北市344公、私立幼稚園教師為研究母群體，並利用兩階段(預試、正式)抽樣方式，分別抽取136位、309位教師為主要研究對象，共發出445份問卷，整體回收有效問卷為77.75%。問卷回收後，使用SPSS18.0統計軟體進行描述性統計、項目分析、信度分析、因素分析、獨立樣本t考驗、單因子變異數分析、LSD多重比較、皮爾森積差相關以及多元迴歸來分析資料。本研究結論如下： 一、新北市公、私立幼稚園教師之多元文化人格類型以「文化同理心」居多。 二、新北市公、私立幼稚園教師具有高多元文化教學能力。 三、不同背景幼稚園教師在多元文化教學能力上有顯著差異。 四、教師多元文化人格與多元文化教學能力呈現中度正相關。 五、「園所規模」、「多元文化人格」與「有身障好友」能有效預測多元文化教學能力。 最後，研究者根據上述結論針對幼稚園教師、幼稚園以及未來之研究提出建議，以期對未來學前教育階段之多元文化教育有所助益。 / The current study focused on the effect of different backgrounds on multicultural teaching competence. The main purposes of this study were to: (a) understand the current situation of the kindergarten teachers’ different backgrounds and multicultural teaching competence; (b) explore the differences between kindergarten teachers’ different backgrounds and multicultural teaching competence; (c) analyze the relationship between kindergarten teachers’ multicultural personality and multicultural teaching competence; (d) explore the predictive power of the teachers’ different backgrounds on the multicultural teaching competence. To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Two scales were used to measure the following constructs: “multicultural teaching competence” and “multicultural personality”. The teachers also provided information about their teaching experience, multicultural experience, demographics and so on. The teachers of 344 kindergartens (both public and private schools) within New Taipei City were surveyed for this study. A total of 346 teachers participated in this survey, and with an effective response rate of 77.75%. The data were analyzed by descriptive statistics, Cronbach’s α coefficient analysis, factor analysis, T-test, one way ANOVA, LSD posteriority comparison, Pearson’s correlation analysis, and multiple regression analysis. The main results were summarized as follows: 1.The most kindergarten teachers’ multicultural personality type is “Cultural empathy”. 2.With different background variables, kindergarten teachers’ multicultural teaching competence is in parts significantly different. 3.There is a positive correlation between kindergarten teachers’ multicultural personality and multicultural teaching competence. 4.“ Kindergarden’s size”, “multicultural personality”, and “ has disabled friends” can predictive kindergarten teachers’ multicultural teaching competence effectively.