Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 81-92). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 82-97). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves I-IX). Also available in print.

Thesis (Ed.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 202-231).

Thesis (Ed.D.)--University of West Florida, 2006. / Title from title page of source document. Document formatted into pages; contains 129 pages. Includes bibliographical references.

Orientador: Theresa Maria de Freitas Adrião / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T13:24:50Z (GMT). No. of bitstreams: 1 Damaso_AlexandraFrasaoFerrari_M.pdf: 3358027 bytes, checksum: 54603029a7f79728c02fe32767f74b61 (MD5) Previous issue date: 2015 / Resumo: Esta pesquisa, financiada pela Capes - Unicamp e desenvolvida no âmbito do Grupo de Estudos e Pesquisa em Política Educacional da Faculdade de Educação da Unicamp, buscou identificar e analisar as percepções que professores de creches municipais paulistas tinham a respeito do uso de material apostilado nesta etapa de escolaridade ao que nos possibilitou uma reflexão sobre as implicações deste material na sua identidade profissional. Para tanto, analisamos as respostas a duas questões abertas de 57 professores de creche que em 2011 declararam adotar este tipo de material e que atuavam em 12 municípios do Estado de São Paulo com até cinquenta mil habitantes localizados nas diversas regiões do Estado. O trabalho se articulou ao estudo coordenado por Adrião (2012) intitulado "`Sistemas apostilados de ensino¿ e municípios paulistas: o avanço do setor privado sobre a políticas educacional local" ¿ FASE 2, financiado pela Fundação de Amparo à Pesquisa do Estado de São Paulo (Fapesp) e pelo CNPq que, entre outas coisas, levantou e caracterizou o perfil dos profissionais da educação infantil naqueles municípios. Naquele momento a investigação indicou uma tendência crescente de adesão por parte das prefeituras à compra de "Sistemas de Privados de Ensino", dos quais fazem parte as apostilas. Para avaliar as repostas dos professores de creche utilizamos a análise de conteúdo a qual pressupõe analisar o teor das questões com vistas à possibilidade de inferências a partir do cotejamento do conjunto de respostas a uma determinada enquete (BARDIN, 2011; SILVA, 2013). Os principais resultados mostram a adesão por parte dos professores ao `sistema¿ apostilado, sob a justificativa de que tais materiais facilitavam o planejamento das atividades educacionais na medida que já se encontravam previamente organizados em temas. Salienta-se ainda a função de "socialização" que tais sistemas assumem para os educadores iniciantes / Abstract: This research, funded by CAPES - Unicamp and developed within the Group of Studies and Research in Educational Policy, School of Education at Unicamp, sought to identify and analyze the perceptions that teachers of São Paulo municipal day care centers had on the use of material in this step apostiled of education that enabled us to reflect on the implications of this material in their professional identity. Therefore, we analyzed the answers to two open questions of 57 nursery teachers who in 2011 declared adopt this type of material and who worked in 12 municipalities of São Paulo with up to fifty thousand inhabitants located in different regions of the state. The work is articulated to the study coordinated by Adrião (2012) entitled "'teaching handouts Systems' and counties: the advancement of the private sector on the local educational policies" - PHASE 2, funded by the Foundation for the São State Research Paulo (FAPESP) and CNPq that said, among other things, raised and characterized the profile of early childhood professionals in those municipalities. At that moment the investigation indicated a growing trend of adhesion of municipalities to the purchase of "Private Education Systems", whose members include the handouts. To evaluate the daycare teacher responses used the content analysis which assumes analyze what the issues with a view to the possibility of inferences from the answers set the read-back to a particular survey (Bardin, 2011; Silva, 2013). The main results show membership by teachers to 'system' handouts, on the grounds that such materials facilitated the planning of educational activities as already previously found organized into themes. Note also the function of "socialization" that such systems assume for beginners educators / Mestrado / Politicas, Administração e Sistemas Educacionais / Mestra em Educação

The handbook tells about the characteristics of a five-year-old child, work and play in kindergarten, and when we respond to the environment. The handbook shares suggestions that will enable parents to understand the purpose and programs of the school and to promote understanding and enthusiasm for school.

The aim of this master's thesis is to design a kindergarten in Horšovský Týn. Kindergarten is situated in a town district called Malé předměstí. It is three-storey building with wall support system. Building is founded on shallow foundation; walls are made of ceramic bricks and single ply flat roof. Kindergarten has one basement and two overground storey. On the basement there are offices and common room. On the first floor there are two kindergarten's departments and second floor there it one kindergarten's department. Outside the kindergarten there is playground.

Das Außengelände von Kindertageseinrichtungen oder Kindertagespflegestellen unterstützt die Entwicklung der Kinder „in allen Bereichen und ermöglicht den Mädchen und Jungen, die Kindertageseinrichtung als Lebens- und Lernort wahrnehmen und erfahren zu können“, wie es im Sächsischen Bildungsplan heißt. Aus dem darin formulierten Bild des Kindes ergeben sich wichtige Schlüsse für die Gestaltung der pädagogischen Umgebung. Dies greift die vorliegende Broschüre auf, indem sie – ausgehend von den frühkindlichen Bildungsbedürfnissen – notwendige Schlussfolgerungen für die Gestaltung von bildungs- und gesundheitsfördernden Außenanlagen für Kinder aufzeigt. Redaktionsschluss: 30.08.2018