This study examined the appropriateness of introducing computer programming to kindergarten children. Three issues were explored in the research: 1. the programming capabilities of kindergarten children using a single keystroke program 2. suitable teaching techniques and learning environments for introducing programming 3. the benefits of programming at the kindergarten level. The subjects for the study were 40 kindergarten students from a surburban community in British Columbia, Canada. All students used the single keystroke program, DELTA DRAWING. Two teaching techniques were used—a structured method and a guided discovery method. Quantitative data were collected by administering five skills tests (skills relating to programming) as pretests and postests to both groups. A programming posttest was also given. Qualitative data were obtained by recording detailed observation reports for each of the 22 lessons (11 for each group), conducting an interview with each child at the end of the study and distributing a parent questionnaire. It can be concluded that it is appropriate to introduce computer programming to kindergarten students. The children in this study showed they are capable of programming. All students mastered some programming commands to instruct the "turtle" to move on the screen. DELTA DRAWING was determined to be a suitable means to introduce programming to kindergarten children. A combination of a structured teaching method and a guided discovery method is recommended for introducing a single keystroke program. It was observed that students in a guided discovery learning environment are more enthusiastic and motivated than students in a structured environment. Students need time to explore and make discoveries, but some structure is necessary to teach specific commands and procedures which may otherwise not be discovered. Social interaction should be encouraged while children use the computer, however most kindergarten children prefer to work on their own computer. There was no significant difference between the two groups on all but one of the five skills tests for both the pretests and the posttests. On the Programming Test the two groups did not perform significantly different. It can also be concluded that learning to program promotes cognitive development in certain areas. On all but one of the five skills test both the Structured Group and the Guided Discovery Group scored significantly better on the posttest than on the pretest. Lesson observation reports, student interviews and responses on parent questionnaires suggested that the computer experience was positive and rewarding for the kindergarten students. / Education, Faculty of / Graduate

The aim of this thesis is to analyze Kladno kindergarten market in order to find out whether there is room for a new kindergarten operating according to forest kindergarten principles. The theoretical part of the thesis focuses on the nonprofit organizations marketing in general and its specifics. The thesis further deals with the idea of the forest kindergarten itself, describes its history and the current situation in the Czech Republic and finally it explores the conditions necessary for utilizing this alternative concept of pre-school education in the Czech Republic. In the practical part of the thesis the analysis of the pre-school education supply in Kladno is compared to local demographics, respectively the local demand. The market research part investigates possible clients' requirements for a kindergarten and reveals whether the respondents would be interested in a forest kindergarten being opened. Based on the results of the research a proposal of the new kindergarten is defined and a communication campaign suitable for the kindergarten's market entry is described.

Orientador: Ademir de Marco / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-27T04:29:03Z (GMT). No. of bitstreams: 1 Soares_DanielaBento_M.pdf: 3263076 bytes, checksum: d94a061ae3ae1626e56e510e9dbf41fd (MD5) Previous issue date: 2015 / Resumo: Em suas pesquisas, o Grupo de Estudos de Educação Física no Desenvolvimento Infantil ¿ GEEFIDI ¿ da FEF-UNICAMP vem investigando diferentes aspectos biológicos, sociais e pedagógicos que envolvem as crianças e o movimento destas na Educação Infantil (EI). A interdisciplinaridade tem se mostrado fator essencial para que o desenvolvimento da criança ocorra de forma integral, além de estar articulada com o fato de a EI ser um nível de ensino não disciplinarizado. O movimento é um dos potenciais a serem desenvolvidos nesta faixa etária e, por meio deste, todos os demais eixos do conhecimento podem ser articulados em ações pedagógicas diferenciadas. O movimento é a primeira forma de linguagem da criança e responsável pelo entendimento de conceitos, além de ser o instrumento da autonomia e socialização da criança. O Referencial Curricular Nacional para a Educação Infantil - RCNEI (BRASIL, 1998a) - propõe que o conhecimento de mundo seja transmitido a partir dos seguintes temas: artes visuais, linguagem oral e escrita, natureza e sociedade, matemática, música e, enfim, movimento. Desta maneira, De Marco (2012) propôs um modelo que indica que o movimento pode ser um eixo articulador dos demais conteúdos da EI. Com isso, este estudo visou investigar se o movimento pode, de fato, articular os demais conteúdos em atividades interdisciplinares na EI, e, de forma específica, analisou o que descrevem os documentos norteadores da EI no país sobre o movimento e a interdisciplinaridade e se há correspondência para este modelo em uma creche de uma cidade do interior do estado de São Paulo. Para tanto, realizou-se observação maciça e em equipe da rotina escolar e de uma atividade direcionada ao movimento proposta pelas educadoras de seis salas de crianças de zero a três anos de idade, embasada no método da pesquisa-ação. A observação da rotina ocorreu sob a orientação do instrumento ROTIN e a observação das atividades pedagógicas direcionadas foi norteada pelo instrumento ROBSERV, ambos criados pelos pesquisadores e com parceria da equipe escolar. Os dados obtidos com as observações da creche demonstram que o movimento é presente em suas atividades cotidianas e de forma interligada com os demais eixos. Porém, foi verificada poucas vezes a incidência do movimento instrumental especificamente como atividade central. Os resultados das atividades práticas demonstraram que as professoras responsáveis realizam ações pedagógicas importantes do ponto de vista interdisciplinar, relacionando o eixo movimento com todos os conteúdos do RCNEI (BRASIL, 1998a) / Abstract: The Study Group of Physical Education in Childhood ¿ GEEFIDI ¿ from FEF-UNICAMP has been investigating different biological, social and pedagogical aspects that involve children and their movements while in the kindergarten (EI). The interdisciplinarity has been showing an essential factor for the children development in integral way, besides, EI is not divided into subjects. The movement is one of the potentials to be developed in this age group and, through this, all knowledge axis can be linked to different pedagogical actions. The movement is the first language of a child and responsible for the understanding of a series of concepts, as well as being the instrument of the child¿s autonomy and socialization. The Referencial Curricular Nacional para a Educação Infantil ¿ RCNEI (BRASIL, 1998a) ¿ propose that the `world¿s knowledgment¿ is transmitted through the following themes: visual arts, oral and written language, nature and society, math, music and, finally, movement. In this way, De Marco (2012) proposed a model which indicates that the movement can be an articulator axis of the other contents. Considering this, the study aims to investigate WHETER the movement can, in fact, connect different contents in the interdisciplinary activities in the kindergarten. In a specific way, the objectives of this study are to describe what the guiding documents of EI in Brazil say about movement and interdisciplinarity and WHETER there is correspondence to this model in a kindergarten from a city of São Paulo state. We made a massive observation of the school routine and another directed activity about the movement proposed by educators of six classrooms from four months to three years old, in a research-action approach. The routine observation occurred based on the ROTIN instrument and the directed activity through the ROBSERV instrument, both created by researchers in partnership with the observed educational group. The data obtained with the kindergarten¿s observations show that the movement is present in their diary activities, always connected to other axis. However, it was verified in few times the incidence of instrumental movement specifically as a central activity. The results of practical activities showed the responsible teachers doing interesting activities from an interdisciplinary point of view, connecting the movement with all contents of RCNEI (BRASIL, 1998a) / Mestrado / Educação Fisica e Sociedade / Mestra em Educação Física

Made available in DSpace on 2016-07-18T17:54:24Z (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 2016-07-18T17:54:25Z (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.

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<p>Making mistakes is an inevitable part of mathematics learning and an essential aspect of teaching. The current study examined the patterns and key variations in teachers’ responses to children’s mistakes in kindergarten mathematics classrooms. I developed a coding scheme using both inductive and deductive approaches to document the discourse across a series of video-recorded mathematics lessons from a sample of 24 public school kindergarten teachers. Based on previous classroom observational studies, I first outlined four significant dimensions of teachers’ mistake-handling practices: (1) instructional support: the instructional strategies teachers use to elaborate on students’ mistakes and incorporate their mistakes into ongoing mathematics instructions, (2) emotional reactions: the valence of teachers’ affective reactions to students’ mistakes (i.e., positive, negative, or neutral), (3) locus of responsibility: the individual who is responsible for correcting the mistake, and (4) the nature of mistakes: teachers’ explicit communication about the causes, consequences, and value of making mistakes. Then, I followed an open-coding process to document emergent sub-categories related to each dimension. The study revealed distinct patterns of teachers’ mistake-related practices for the four major dimensions and the complexity of the teacher-child interaction surrounding mistakes. In addition, results indicated that teachers’ positive emotional reactions toward children’s mistakes were associated with their high-quality instructional support and adaptive statements regarding the nature of mistakes. The current study contributes to the understanding of adaptive strategies teachers could use to address children’s mistakes in mathematics classrooms.</p>