Bakgrunn: Barn som går i barnehage er mer utsatt for infeksjoner enn andre barn, og den vanligste årsaken til at barn er hjemme fra barnehagen er smittsomme sykdommer. Infeksjonssykdommer er nesten dobbelt så vanlig hos yngre barnehagebarn sammenliknet med barn som ikke går i barnehage. Infeksjonssykdommer hos barnehagebarn kan gi samfunnsmessige konsekvenser, og ett høyt forbruk av antibiotika kan bidra til resistensutvikling. Håndhygiene er et vell dokumentert og effektivt tiltak når det gjelder å hindre smittespredning, og nasjonale og lokale retningslinjer for håndhygiene i barnehagen er utarbeidet. Hensikt: Hensikten med denne studien var å kartlegge forutsetningene for, og å måle etterlevelse av rutiner for håndhygiene hos ansatte som jobber i barnehagen. Metode: Studien er en deskriptiv studie, der resultatet ble analysert med kvantitativ metodikk. Data til studien ble insamlet ved kartlegging, observasjon og spørreskjema. Resultat: De fysiske forutsetningene for å utføre håndhygiene etter gjeldende retningslinjer var tilstede. De ansatte i barnehagen hadde ulik kjennskap til gjeldende håndhygienerutiner, og det var store variasjoner i svarene som ble rapportert i spørreskjema. Etterlevelsen av håndhygiene hos ansatte etter gjeldende retningslinjer var på 49%. Konklusjon: Den totale etterlevelsen av håndhygiene hos ansatte i barnehagen er ikke tilfredsstillende og kan ha betydning for hyppigheten av infeksjoner hos barna. De ansatte har forutsentninger for å utføre håndhygiene etter gjeldende retningslinjer, men det krever at de får opplæring i og kjenner retningslinjene for håndhygiene / Background: Children in kindergarten are more prone to infections then other children, and the most common reason for children to be home from kindergarten is due to contagious diseases. Infectious diseases are almost twice as common with younger children who attend kindergarten compared to children who are not in kindergarten. Infectious diseases among kindergarten children can cause social consequences, and a high consumption of antibiotics can cause resistance development. Hand hygiene is a well-documented and efficient method for preventing the spread of infections, and both national and local policies for hand hygiene in kindergarten is developed. Aim: The aim with this study was to map the prerequisites for, and to measure the compliance of routines for hand hygiene among kindergarten caregivers. Method: This study is a descriptive study, where the results have been analyzed with a quantative method. Data from the study was collected through mapping, observation and questionnaires. Results: The physical prerequisites for hand hygiene complied with current policies. However, kindergarten caregivers reported varied levels of knowledge about such policies. Importantly, only 49% of caregivers followed hand hygiene guidelines. Conclusion: The total compliance of hand hygiene among kindergarten caregiversis unsatisfactory, and can have a importance for the frequency of infectiousdiseases in kindergarten. The caregivers have prerequisites to conduct hand hygiene according to current guidelines, but it requires that they have knowledge of the policies and follow them in their work to prevent the spread of infections in kindergartens. / <p>ISBN 978-91-86739-93-5</p>

Programs to support early literacy development are implemented regularly in the schools without research on their efficacy. This study examined the efficacy of a commonly used program for struggling readers. Twelve kindergarten children who were at-risk for reading difficulties took part in a 10 week intervention program called Talking Tables. Twelve kindergarten children, also at-risk for reading difficulties were the control group, and received no intervention. The children in the intervention group made significant gains in phonological awareness. The results suggest that the Talking Tables is effective as an early intervention in developing phonological awareness skills in kindergarten children that are at-risk for reading difficulties. / Graduate / 0535

Globalization and neo-liberal practices have influenced education and schooling in various ways, particularly through curricula. As a result, interest in elementary school, particularly kindergarten, education has been generated by supranational organizations; specifically the Organization for Economic Co-operation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organization (UNESCO), as well as international organizations such as the European Union and numerous federal and provincial governments, including the Canadian, Ontario and Hellenic governments. This research explores how democratic citizenship education is reflected in kindergarten curricula in Ontario, Canada and Hellas, Greece. Because of growing concerns with democratic citizenship education, in this study, I have analyzed and compared the kindergarten education curricula of Ontario and Hellas in terms of democratic citizenship education and how it is reflected in their respective curricula. I analyzed supplementary and supportive reports, guides and other educational documents about democratic citizenship education published by supranational and international organizations. In order to accomplish this, I utilized a critical pedagogic perspective through Critical Discourse Analysis. In addition, important concerns about citizenship education in kindergarten are discussed and recommendations for curriculum studies are provided. This study is significant in its exploration of the ways that democratic citizenship education is being reflected in kindergarten curricula in Ontario and Hellas and in the revelation of similarities and differences between them, as well as within a global context.

This dissertation details the study of the influences of historical discourses of early childhood on the recalled experiences of children, parents and teachers in a Queensland kindergarten between 1940 and 1965. The study investigates the interweaving of discourses of childhood and recounted experiences of kindergarten, drawing on the view that "different discursive practices produce different childhoods, each and all of which are 'real' within their own regime of truth" (James & Prout, 1997, p.26). The study builds a case for using an interpretive/constructionist historical approach to reframe the recounted narratives of those present in an historical kindergarten landscape, particularly the narratives of those who were children in that landscape. To date, historical studies of early childhood education in Australia have largely focused on "big picture" issues of policy, practice and training, rather than on investigating and documenting the lived experiences of children and adults in particular early childhood contexts and historical eras. In contrast, this study takes a micro-history approach, focusing on one early childhood setting in a way that Mills & Mills (2000, p.165) argue enables the "complexity and richness of the big picture to be understood". Reiger (1993) suggests that growing interest in the social construction of childhood has increased awareness of "the agency of children as contributors to interpretations ... of their development" (p.4).While participants in my study look back on childhoods lived in a past era, their interpretations and feelings about events and practices that they observed and experienced as children at kindergarten provide a valuable perspective on the discourses which framed their childhoods. Findings from this study have the potential to broaden understandings of the impact on children of pedagogical approaches to early childhood education, and deepen awareness of the meaning of childhood at particular points in time.

Master of Philosophy in Education / Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.

Master of Philosophy in Education / Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development-three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten literacy skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.

Zugl.: Köln, Univ., Habil.-Schr., 2001

Zugl.: Konstanz, Univ., Diss., 2006 u.d.T.: Böhmer, Sabrina: Religion als Medium elterlicher Erziehung.

Thesis (M.Ed.)--University of North Carolina Wilmington, 2009. / Title from PDF title page (January 14, 2010) Includes bibliographical references (p. 35-38)

Zugl.: Wuppertal, Univ., Diss., 2006