Orientador: Sérgio Ferreira do Amaral / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-17T14:40:53Z (GMT). No. of bitstreams: 1 Gomes_ElaineMessias_M.pdf: 5486855 bytes, checksum: 1cc6931a5d82276a874efe43f5a85481 (MD5) Previous issue date: 2010 / Resumo: Frente a diversidade de Tecnologia de Informação e Comunicação (TIC) na sociedade que está provocando inúmeras mudanças na forma como o sujeito se comunica, se informa, faz-se necessário repensar a prática pedagógica atual dos professores, pois a partir de então, começa-se a pensar em uma nova forma de se comunicar dentro da sala de aula, sintetizada através da Pedagogia Comunicacional Interativa, a qual tem como foco a introdução do vídeo digital, como meio de comunicação entre professor e aluno e a aprendizagem de forma interativa, a partir do uso das TIC em sala de aula. Um recurso tecnológico que possibilita o uso de vídeo digital educativo e também a construção de atividades pedagógicas interativas é a lousa digital interativa. Este recurso está começando a se fazer presente em escolas de ensino fundamental e médio, principalmente, não destinando o uso deste recurso à educação infantil. Partindo do princípio que a educação infantil constitui-se como primeira etapa da educação básica, e que o recurso da lousa digital interativa possui diversas ferramentas e funções interessantes de serem utilizadas nesta etapa da educação, postula-se como objetivo geral desta pesquisa o desenvolvimento de práticas pedagógicas para a educação infantil fazendo uso da lousa digital interativa, destacando as dificuldades encontradas, junto a profissionais de educação infantil de Campinas e região. / Mestrado / Ciencias Sociais na Educação / Mestre em Educação

Made available in DSpace on 2016-01-26T18:49:59Z (GMT). No. of bitstreams: 1 Fernanda Dissertacao - defesa Final hoje.pdf: 503285 bytes, checksum: 47804bdb8fb1cfe95f7cc55c980103eb (MD5) Previous issue date: 2015-03-04 / This research investigates the relevance to work with creativity and how this can improve child s development, we analysed how teachers understand this and how they deal with creativity as an instrument to help them with the development of creativity in children; verified the conception that teachers have about teaching, planning and pedagogical practices that can help the development of creativity in child. Was conducted according to qualitative approach and the intrinsec study case. The methodological proceedings involved: data collecting, documental analysis; semistructured data interview with eight teachers from kindergarten. Teachers work with children from four to five years old and teach during morning and afternoon in a public kindergarten school in Mato Grosso do Sul. The analysis and data discussion were interpreted according to the answers (writing or oral) were given by interviewee. Next, the answers were separated by their characteristics related to the aims proposed by the research. The results revealed that teachers, despite of facing the lack of resources and technical support, are insecure about the conception of the development of creativity in child, they showed the necessity of understanding different representations of creativity and the correct methodology to work with in the current scenario. Thus, we recommend the review of curriculum during teacher s formation and new investments in continuous training of teachers in service. / Esta pesquisa investiga a relevância de se trabalhar a criatividade para o desenvolvimento integral da criança na formação do professor da Educação Infantil; verificando a concepção que estes têm sobre a docência, planejamento e as práticas pedagógicas para o desenvolvimento da criatividade infantil. Realizada segundo uma abordagem qualitativa, do tipo estudo de caso intrínseco. Os procedimentos metodológicos envolveram: a recolha de dados, utilizando-se da análise documental; entrevista com roteiro semiestruturado com oito professores que ministram aulas para crianças de 4 e 5 anos do Pré I e Pré II dos períodos matutino e vespertino, em uma escola de Educação Infantil da rede municipal de ensino do interior do estado de Mato Grosso do Sul; a análise e discussão dos dados coletados, trabalhados por meio da interpretação do significado das respostas apresentadas pelos pesquisados. Em seguida, separadas por eixos e categorias e relacionadas com os objetivos propostos na pesquisa. Os resultados revelam que as professoras, embora enfrentem a carência de recursos e de apoio técnico, sinalizam insegurança e falta de preparo para trabalhar satisfatoriamente o desenvolvimento da criatividade da criança e a existência de representações diferentes sobre o conceito de criatividade ou sobre a metodologia adequada para os modos de atuação com o cenário atual. Recomenda-se a revisão dos currículos dos cursos de formação em Educação Infantil e investimentos em formação continuada dos profissionais em serviço.

Made available in DSpace on 2016-01-26T18:50:00Z (GMT). No. of bitstreams: 1 Fernanda Dissertacao - defesa Final hoje.pdf: 503285 bytes, checksum: 47804bdb8fb1cfe95f7cc55c980103eb (MD5) Previous issue date: 2015-03-04 / This research investigates the relevance to work with creativity and how this can improve child s development, we analysed how teachers understand this and how they deal with creativity as an instrument to help them with the development of creativity in children; verified the conception that teachers have about teaching, planning and pedagogical practices that can help the development of creativity in child. Was conducted according to qualitative approach and the intrinsec study case. The methodological proceedings involved: data collecting, documental analysis; semistructured data interview with eight teachers from kindergarten. Teachers work with children from four to five years old and teach during morning and afternoon in a public kindergarten school in Mato Grosso do Sul. The analysis and data discussion were interpreted according to the answers (writing or oral) were given by interviewee. Next, the answers were separated by their characteristics related to the aims proposed by the research. The results revealed that teachers, despite of facing the lack of resources and technical support, are insecure about the conception of the development of creativity in child, they showed the necessity of understanding different representations of creativity and the correct methodology to work with in the current scenario. Thus, we recommend the review of curriculum during teacher s formation and new investments in continuous training of teachers in service. / Esta pesquisa investiga a relevância de se trabalhar a criatividade para o desenvolvimento integral da criança na formação do professor da Educação Infantil; verificando a concepção que estes têm sobre a docência, planejamento e as práticas pedagógicas para o desenvolvimento da criatividade infantil. Realizada segundo uma abordagem qualitativa, do tipo estudo de caso intrínseco. Os procedimentos metodológicos envolveram: a recolha de dados, utilizando-se da análise documental; entrevista com roteiro semiestruturado com oito professores que ministram aulas para crianças de 4 e 5 anos do Pré I e Pré II dos períodos matutino e vespertino, em uma escola de Educação Infantil da rede municipal de ensino do interior do estado de Mato Grosso do Sul; a análise e discussão dos dados coletados, trabalhados por meio da interpretação do significado das respostas apresentadas pelos pesquisados. Em seguida, separadas por eixos e categorias e relacionadas com os objetivos propostos na pesquisa. Os resultados revelam que as professoras, embora enfrentem a carência de recursos e de apoio técnico, sinalizam insegurança e falta de preparo para trabalhar satisfatoriamente o desenvolvimento da criatividade da criança e a existência de representações diferentes sobre o conceito de criatividade ou sobre a metodologia adequada para os modos de atuação com o cenário atual. Recomenda-se a revisão dos currículos dos cursos de formação em Educação Infantil e investimentos em formação continuada dos profissionais em serviço.

In today’s kindergartens, there is a shortage of resources in terms of small working teams and lack of time. This problem has forced the working teams to hire new personnel and regroup themselves, compared to many other professions. This has created unstable working groups where the staff is replaced frequently. Therefore, it is of great importance that the new employees are integrated quickly to maintain a good spirit between co-workers. This sociological study intends to investigate new staff-member’s entry to these unstable work-teams, how to forge a well-functioning working-team and how it relates with the employee’s job satisfaction. The data in this research has been gathered through a qualitative research method, where interviews with kindergarten personnel were conducted concerning their own experiences. The result has uppermost been interpreted through Goffman’s dramaturgical perspective regarding how people act to get acceptance from co-workers and how they receive each other. Further the theory developed by Randall Collins concerning interaction rituals as well as the concept of socialization was used to understand the issue further. The result of the study indicates that high demands is placed on the staff, both on those who enter the work-teams as well as the existing personnel. It is of great importance that successful socialization is present in the working teams to be able to perform a good work together and enjoy the workplace. To be accepted in a work-team, application of social strategies is required. Mainly, its necessary to make an active adjustment concerning the workplace current norms and values. The social relations between co-workers is crucial for how the teams evolve which is due to the lack of structure in the kindergartens institutions.

This study investigated the use of instructive feedback for modeling early literacy skills. Instructive feedback is defined as the presentation of additional information during the positive feedback phase of learner trials. Thus, it is a way of modeling additional information when students respond to a trial correctly. Previous studies have demonstrated that instructive feedback can facilitate students’ observational learning of skills, such as sight words, numerals, and vocabulary. Instructive feedback has yet to be investigated when modeling early literacy skills. A modified version of an evidence-based early literacy intervention, PAth to Literacy, was used. Studies examining the efficacy of this intervention have shown it to be effective for teaching phonological awareness (PA) skills, including blending, segmenting, word part identification, and initial phoneme identification. Alphabet instruction is included in the intervention, although effects have been minimal. Instructive feedback was investigated as a novel method of incorporating alphabet instruction within a scripted phonological awareness intervention. Instructive feedback that modeled letter names and letter-sound correspondences was included during the positive feedback in PAth to Literacy. A multiple baseline design across sets of letters was used to determine whether students acquire letter names and sounds through observational learning. Each phase of the study included instructive feedback that modeled names and sounds for a set of four letters. Upon completion of each phase, a new set of four letters was introduced. An Alphabet Mastery Monitor was used to measure student growth on alphabet skills. Student progress on PA tasks also was measured using a researcher-developed PA Fluency Measure. It was hypothesized that students would learn letters modeled through instructive feedback during each phase and would demonstrate progress on the PA skills taught through direct instruction. The six children who completed the experiment demonstrated gains in phonological awareness skills following instruction with PAth to Literacy. However, there were no consistent gains on alphabet skills following instructive feedback. A second experiment was conducted to determine whether changes in the delivery of instructive feedback resulted in gains on the Alphabet Mastery Monitor. Researchers served as interventionists and instruction was delivered one-on-one. The instructive feedback was modified to include a progressive time delay and letters were discriminated from a field of four. Eight children completed the full intervention. All children demonstrated gains on phonological awareness and alphabet knowledge following instruction, indicating that a modified version of instructive feedback can be used to teach alphabet skills. Information from this study will inform clinical practice for educators including speech-language pathologists. Instructive feedback is a useful tool for educators and speech language pathologists to use when teaching early language and literacy skills.

The thesis is structured into the theoretical part, which deals with the needs of children in relation to the pre - school facility garden. Large part is aimed to movement and play. Thesis also deals with natural gardens and a list of natural game elements. The practical part describes in detail the current state and equipment of the school garden belonging to the faculty pre - school facility called Sluníčko pod střechou which is connected to Faculty of Education of Charles University. The analysis of the conditions of this garden is based on research methods of direct observation, questionnaire survey with teachers, and then method of interview with the school head. Furthermore, this part of the thesis is also devoted to research aimed at finding out what children's ideas about the equipment of this garden are. The research was based on the work of children with a pre - prepared research tool. Research has shown that the teachers are happy with the current look of the garden. They would only add to it some small gaming elements. Children like elements that are part of the current garden design. They prefer them to the new modern ones. From the point of view of small toys and aids, the conditions of the kindergarten are less suitable. Children mainly mentioned things that are not a regular part...

While previous studies have examined the educational system in Ghana, there seemed to be very little or no studies that had explored participation and engagement through teacher-child interactions in early childhood education in Ghanaian classrooms (Twum-Danso, 2013). The purpose of this video-based multiple case studies qualitative study of three Kindergarten classrooms in Cape Coast in the Central Region of Ghana was to identify verbal and nonverbal prompts that related to children’s participation in Ghanaian Kindergarten classroom settings. The data for the study were secondary, having been collected by a team of researchers for the New Civics Grant Program in an initial study to find apprenticeship and civic themes in Ghanaian Kindergarten classrooms. The design for the study was a qualitative video analysis of three early childhood centers in Cape Coast in the Central Region of Ghana using video cameras to capture classroom interactions to be able to answer the questions: What is the nature of Ghanaian Kindergarten teachers’ verbal and non-verbal prompts that relate to children’s participation during the instructional process? In what ways do children in Ghanaian Kindergartens participate during the instructional process? I applied the sociocultural perspective of Rogoff’s (1990, 1993, 2003) three foci of analysis that provided a useful conceptual tool for analyzing research with young children (Robbin, 2007). It highlights how children’s thinking is integrated with and constituted by contexts, collaboration, and signs and cultural tools (p. 48). The findings indicated that Ghanaian Kindergarten teachers’ verbal and nonverbal prompts that related to children’s participation during the instructional process were the use of questions, appreciation, gestures etc. The findings also showed that the ways in which Ghanaian Kindergarten children participated during the instructional process were verbal/oral responses, doing exercises and activities, and also using gestures. It was also found that pedagogical attitudes such as pedagogical sensitivity and understanding, discussion and conversation, and rules and management related to children’s participation during the instructional process. Ghanaian specific culturally relevant ways and practices of interactions between teachers and children were observed in the participant schools. Teachers used silence to convey messages of disapproval to the children, used eyeing to send messages of disapproval, and also used punishments and rewards to either encourage good behavior or stop bad behavior. Singing and dancing, building classroom community, and value on interpersonal connections were also found to be Ghanaian specific culturally relevant ways of interactions that teachers applied to the classroom interactions. All the teachers in the participant schools showed various forms of appreciation to the children as a way of reinforcing their behaviors and also for praise and redirection of attention. From the findings of the study, the following recommendations are made: 1. Pre service teacher preparation, and teacher education in general should be reorganized so that the contexts in which the teachers operate will then be guided by contextually relevant pedagogy (Young, 2010). Ghana needs a type of pedagogy that will empower teachers intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (p. 248). 2. The provision of adequate teaching and learning materials would enable teachers engage children more on exercises and activities during the instructional process. The materials would help teachers to provide enough activities to engage the children’s attention during the instructional process. 3. Ghanaian specific culturally relevant ways of interactions between teachers and children must be taught as a course at the University of Cape Coast to help in the preparation of pre-service teachers.

The purpose of this autoethnography was to explore the experiences, both successes and challenges, as I worked to teach mathematics using a social justice framework in a summer enrichment camp with four and five-year-old children. Drawing from both critical approaches (Freire, 1968) and sociocultural approaches (Rogoff, 2008), this dissertation outlines critical perspectives within Early Childhood Education, as well as trends in teaching mathematics for social justice to frame the research study. Autoethnography was selected as a methodological approach in this study as I examined my own teaching experiences and journey engaging in teaching mathematics for social justice. Primary data sources include researcher reflective journal entries and videotaped lesson implementation while secondary sources include student work samples and artifacts. From the story associated with my engagement in teaching mathematics for social justice presents insights into my experiences with this work both crafting and teaching lessons. I then offer reflections and question areas of my work related to power and control, perpetuating deficit views, relationship construction and finding a balance between math and social justice within the lessons.

Summary: TÁLAŠOVÁ, Petra. Hyperactive children in kindergarten. Prague: Charles University pedagogical faculty, 2016. 90 p. thesis. The thesis deals with the hyperactive children in kindergarten. The theoretical part of the work focuses on basic information about ADHD syndrome, on the evolution of the terminology, the manifestations focused on the preschool age, the prevalence and diagnosis, causes of the syndrome, children support options with the syndrome of ADHD in the nursery school educators, educational process and, not least, to information about pre school age itself. The aim of the study was to compare the kindergartens in the region of Melnicko with a focus on the readiness of teachers to identify manifestations of hyperactivity and hyperactive on the attitude forward the education of children. The research included 10 kindergartens from Melnik and surroundings. In this thesis was used the method of the halfstructured interview, and subsequently his analysis. The conversation was focused on the occurrence of the hyperactive children in kindergarten, to measure knowledge of educators on this issue and in particular, as they are in individual kindergartens able to work with hyperactive children.

v anglickém jazyce The diploma thesis was focused on the measurements of intensity of physical exercise of pre-school children. The main goal was to monitor the intensity of physical exercise (PE) of pre-school children (five to six years old). The partial objectives were: to compare the level of intensity of the PE outside and inside; to compare the level of intensity of controlled and free PE and to compare the intensity of PE between boys and girls during controlled and free PE. In the first part, the thesis presented findings about healthy exercise of pre-school children. In the second part, the actual measurements of the intensity of PE were included. Nineteen children participated in the measuring which was carried out by sporttesters Polar RS300X. The results showed that the lowest intensity was measured during the free PE inside and the highest intensity during the controlled PE outside. However, none of the activities brought the recommended degree of intensity. Keyewords: kindergarten, preschool, children, physical activity, intensity PA, measurement, heart rate monitor