At the present time there is common agreement among academics and practitioners that the notion of inclusion means more than simply access to education. The mere placement of children in mainstream educational environments does not suffice to foster participation and equal opportunities for success. In Greece, this is particularly the case for children with challenging behaviour, the majority of whom are educated in mainstream classrooms. Personal experience shows that students and experienced kindergarten teachers feel ill prepared to manage these children. This, in most cases, results in the children being isolated from the pedagogical process. This form of internal segregation, in addition to the fact that the teacher’s role, and consequently teacher education, is key in promoting inclusive practices, provides the overall rationale of this study. Initial teacher education is a context in which changes in professional values, knowledge and beliefs can and do occur. Within this frame, the present study examined the initial kindergarten teacher education provided to kindergarten teachers with an aim to shed further light into how they can be better prepared to accommodate the needs of their hard-to-manage pupils within mainstream settings. Using an activity theory perspective, the study was designed in such a way so as to allow student teachers to be followed in their transition between university and school through their school placement. This allowed for a coupling of the university and school contexts and thus provided a means of analysing contrasting practices in order to find possible misalignments and contradictions between these two contexts. The aim was to learn more about how these two systems can be better aligned with implications for improving the initial kindergarten teacher education curricula and pedagogy. A qualitative multiple case study design was employed in order to explore student teachers’ experiences of their teaching practice. The participants in the study were drawn mainly from student teachers on a four-year teacher education programme at one of the universities in Greece. Beginning teachers were also observed and asked to reflect retrospectively on their transition from university learning to actual teaching at school. Inadequate preparation, lack of relevant modules and the gap between theory and practice were a few of the constraints that were pointed by this study. However the interest focused on the way these elements were located in concrete contextual conditions. The constraints students and beginning teachers face in developing inclusive practices for their challenging pupils are located at the level of the contrasting practices and discourses of the school practicum. Within these constraints students and beginning teachers adopt particular student teacher/teacher identities with ramifications on the children who have challenging behaviour.

The aim of my Thesis is preparing a business plan, which will show us the comprehensic picture about commissioning of the kindergarten. Through the financial plan I will valorize realization, competitiveness and financial benefits of this project.The purpose is to gather all informatins into integrated document and focus on weakpoints, which could jeopardize this project.

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Den här studiens syfte och genomförande handlar om hur förskollärare upplever sig kunna bemöta barns frågor och funderingar kring religion och tro. Studien har utgått från frågeställningarna: På vilket sätt beskriver förskollärarna sig bemöta barns frågor om religion? Vilka arbetssätt uttrycker sig förskollärare tillämpa för att bemöta barns frågor och funderingar om religioner?  Underökningen har genomförts i ett rektorsområde i centrala Stockholm där fyra förskollärare har intervjuats. Resultaten indikerar att förskollärare visar tendenser till att kunna bemöta barns frågor och funderingar kring religion. Resultaten i studien visar dock på svårigheter såsom att religionsundervisningen inte är planerad, utan uppstår vid spontana tillfällen. Resultatet visar också att förskollärarna menar att det pågår en debatt kring religion i förskolan som påverkar religionsundervisningen. Den spontana och oplanerade undervisningen och debatten påverkar kvaliteten på religionsundervisningen inom förskolan. / This study is aimed to understand how preschool teacher’s in Sweden experience their own capability of responding to children’s questions and thoughts about religion. The study has two primary questions of which the analysis is based on. These two are “How does the preschool teacher describe the situations when facing children’s questions about religion?” and “What working methods are described as used while answering children’s thoughts and questions about religion?” The study has been conducted in Stockholm and the participated preschool teachers all work within the same school area. The study is a qualitative study maintaining four interviews and the analyses are based on Sheridan (2007), Sheridan and William (2018) Dimensions of pedagogical quality in preschool. The study shows that the preschool teachers feel somehow confident in meeting children’s questions about religion, but within the Swedish preschools community there is an ongoing debate. This debate contributes to preschool teachers and other staff members avoiding the subject religion.

The present thesis summarises information about today's kindergarten, about its important curriculum policy documents and about the main participants of its educational process - the teacher and the pre-school children. It deals with the school climate and with its influencing factors, focusing on the work climate in kindergartens, namely on human relations, communication and its risks. This thesis maps and evaluates kindergarten teachers' perception of the social and work climate and what they find prominent, how the school/class climate quality influences kindergarten teachers' work performance, what sort of factors encourage the optimal climate and what sort of factors curb it. It aims to verify the functioning of teachers' pedagogical cooperation in classroom curriculum development and the functioning of collective activities in kindergarten. KEYWORDS Kindergarten, kindergarten teacher, pre-school child, social and work climate in kindergarten, relations, communication and risks in kindergarten.

Cieľom diplomovej práce je predstaviť návrh podnikateľského zámeru na založenie súkromnej materskej školy Montessori. Diplomová práca je rozdelená do troch častí. Prvá časť sumarizuje teoretické poznatky. Druhá časť sa zaoberá analýzou trhu. Posledná časť práce obsahuje popis štruktúrovaného podnikateľského plánu vrátane organizačnej časti a finančného plánu, ktoré sú založené na výsledkoch predchádzajúcich častí práce.

In Shanghai, an increasing number of parents believe that learning English at an early age will bring their children an advantage in future competition. As a result, kindergarten English as a Foreign Language (EFL) classes have become popular in recent years. Although previous studies revealed that picture books are frequently used as teaching materials in kindergarten EFL classes, what is happening in these kindergarten EFL classes and the ways teachers use picture books to teach children English still remain largely unknown. To have a better understanding of the kindergarten EFL classes in Shanghai, this study aimed to explore kindergarten EFL teachers’ perspectives on and usage of picture books in their classes, as well as the challenges they face. Four experienced kindergarten EFL teachers selected by a criteria survey were invited to participate in this qualitative study. Data were collected from them by interviews, classroom observations and documents. Results showed that participants believed that picture books have linguistic, cognitive and cultural awareness values. Findings of this study also revealed the ways participants use picture books to teach children English and the challenges they faced. Findings of this study were discussed in connection with previous studies of picture books, Krashen’s language acquisition hypotheses, and Five Big Ideas on how children learn to read. This study also led to suggestions for further implications based on the findings of teachers’ reported challenges. Teachers faced great challenges in developing EFL classes, on self-development, and on building relationships with parents. To work on solutions to these problems and improve the quality of kindergarten EFL classes in Shanghai, it was determined that both the Chinese government and kindergartens or language training institutions should make efforts to support teachers. Shanghai’s kindergarten EFL classes are the product of market choices and are still in their beginning phase of development. As such, they need the support from those in all walks of life to better develop in the future.