Motivation and mathematics anxiety both impact student achievement in the early grades. However, few if any studies have examined the patterns of kindergarten students' motivation and mathematics anxiety and their associations with teachers’ practices and student demographics. In this study, I investigate both these issues. Specifically, using a diverse sample of 355 students from 24 kindergarten classrooms, I examined (a) whether there were distinct profiles of motivation and mathematics anxiety among students and (b) the associations between student profiles and teachers’ practices. Using cluster analysis, I identified three student profiles. The largest student profile (52.4%) demonstrated a positive pattern of High Motivation and Low Anxiety; whereas two other profiles had smaller numbers of students reporting negative outcomes: Low Motivation and Moderate Anxiety (32.3%) and Moderate Motivation and High Anxiety (15.3%). Student profiles were associated with students’ socioeconomic status and race. Students of distinct profiles differed significantly on their reports of mathematics motivation, mathematics anxiety, and performance on mathematics achievement – measured by standardized tests. In addition, teachers’ ratings of student motivation for mathematics were significantly different across student profiles.<br><div>To investigate the associations between teacher practices and student outcomes, I purposively selected six teachers based on a combination of multiple criteria and rated their mathematics lessons by using the Classroom Assessment Scoring System (Pianta et al., 2008). Three teachers with high concentrations of students reporting positive outcomes had more positive ratings across the domains of Emotional Support, Classroom Organization, and Instructional Support, compared to the other three teachers with high percentages of students reporting negative outcomes. I compared descriptions of teacher practices between the two groups of teachers to illustrate associations between teacher practices and student outcomes. Implications for mathematics instruction in the early elementary grades are discussed.<br></div>

Objects are designed on the edge of the designed park, in it’s southern part near the Ostravice river. Object, in which the elementary school is located, lyceum and the sports hall are located on the edge of this park. The kindergarden object is located separately few meters south. The school is rated for 270 children attending the elementary school and for 120 students of the high school. The kindergarden can be attended by up to 75 children.

This diploma project deals with a problematic area called Black Meadow in Ostrava. It proposes a school building which is located on the edge between the city centre and the greenery by the river. The shape of the building creates two courtyards. The entrance courtyard is open to the park and the second courtyard is oriented to the city.

This study examined two types of teacher certification. The certifications of elementary teachers and early childhood teachers were the focus of the study. The purpose of the study was to determine if a relationship existed between teacher certification (early childhood grades pre-kindergarten through fourth and elementary education grades one through eight) and the use of developmentally appropriate practices in kindergarten classrooms in northeast Tennessee. The approach to the study was quantitative. Data were collected from teacher and classroom observations using the Early Childhood Rating Scale-Revised. Participants included kindergarten teachers in northeast Tennessee. The researcher investigated the extent to which kindergarten teachers were implementing developmentally appropriate practices in kindergarten classrooms in northeast Tennessee. There were no statistically significant differences between the extent to which kindergarten teachers with early childhood certification and kindergarten teachers with elementary education certification were implementing developmentally appropriate practices as determined by the Early Childhood Rating Scale-Revised. There were statistically significant differences in the extent to which kindergarten teachers with early childhood certification and kindergarten teachers with elementary education certification working in the city and county were implementing personal care routines. Differences were also noted between groups in parent and staff variables.

My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a "Mathematics Pictionary", to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standards of Learning. The Pictionary may be used coherently with lesson plans, available from the Virginia Department of Education, for instructional use in teaching mathematical vocabulary usage throughout the primary grade levels, K-3.

The purpose of this study was to examine the effects of using Systematic and Engaging Early Literacy (SEEL) intervention activities that incorporate digital books to teach kindergarteners to read. The study used a single-subject-multiple-baseline-across-behaviors design to compare kindergarten students' reading of comparable CVC words before and after intervention. Four students at-risk for reading difficulties were chosen for the study based on their performance on assessments and their teachers' recommendations. Students were divided into two dyads and received intervention three times a week for 25 minutes for approximately six weeks, or 18 total sessions. Baseline assessment data was collected prior to intervention, and performance on each target was monitored through the same assessment task after every intervention session. Students received SEEL instruction on one set of word targets while a comparable set was kept at baseline phase. After six intervention sessions on the first set of word targets, a second set was introduced while the first set was monitored for maintenance. Finally, a third set of target words was introduced and taught in six sessions, and the first two sets of words were monitored for maintenance. Instruction involved using meaningful and interactive activities that incorporated playful practice, multiple exposures to targets, explicit statement of the goal, and reciprocal teacher-student exchanges where students' contributions were acknowledged and incorporated into the lesson or meaning construction. After being exposed to the target words (orally and in writing), children were provided with additional opportunities to read and write the words within digital books created on the iPad.

Syftet med denna studie är att undersöka hur Waldorfförskollärare förmedlar Waldorfpedagogik i praktiken utifrån de riktlinjer och krav som formuleras i förskolans styrdokument. Utifrån studiens syfte har följande frågeställningar formulerats: Inom vilka områden bedömer Waldorfförskollärare att det är utmanande att leva upp till läroplansmålen? Inom vilka områden ser Waldorfförskollärare att läroplanen är en tillgång som öppnar upp för möjligheter i verksamheten? Studien tar utgångspunkt i läroplansteorin, vilken inte betraktas som en enstaka teori utan snarare som ett forskningsfält inom området läroplaner och undervisning. Syftet med läroplansteori som forskningsperspektiv är att bidra med kunskap om förskolans och undervisningens mål, innehåll och form. Waldorfförskollärares kunskaper och erfarenheter från praktiken i Waldorfförskolan blir underlag för att få svar på problemformuleringen. Därför har en kvalitativ forskningsmetod använts i studien genom semistrukturerade intervjuer med Waldorfförskollärare, vilka spelades in för att sedan transkriberas och analyseras. De resultat som framkommer i studien är att Waldorfförskollärare anser att det är utmanande att leva upp till de krav som formuleras i läroplanen med anknytning till digitala verktyg och medier. Det framkommer också att det finns utmaningar med dokumentationsarbetet, en del av det systematiska kvalitetsarbetet i Waldorfförskolan. Begreppen undervisning och utbildning är något som känns självklart och naturligt beskriver Waldorfförskollärare. Det beskrivs som en möjlighet att förundras, utvecklas och lära sig i gemenskap. Samtidigt framkommer det i studien att Waldorfförskollärare ser läroplanen som ett verktyg och ett stöd i verksamheten. Förskolans läroplan skapar förutsättningar för en likvärdig utbildning, god kvalitet samt en möjlighet för att skapa förutsättningar för barns utveckling och lärande i verksamheten.

The study aimed to explore the perceptions of primary caregivers as they manage their child’s transition to kindergarten. The study used a mixed-methods explanatory sequential design consisting of two phases. In phase 1, 64 primary caregivers of children transitioning to kindergarten completed the Kindergarten Caregiver Perceptions survey. Phase 1 participants were recruited from K-Camp, a program designed to support families and children during the transition. Descriptive statistics were analyzed to identify the concerns of caregivers, investigate their desired information and support, examine their involvement in transition activities, and understand caregivers’ perceived level of self-efficacy in managing their child’s transition to kindergarten. Additionally, quantitative data was used to analyze the relationship between caregivers’ previous experience managing the transition, their feelings toward school, and their concerns, involvement, and self-efficacy in managing their child’s transition to kindergarten. Phase 2 participants were selected using maximum variation sampling from phase 1. Six caregivers participated in one-on-one interviews about their perceptions of their child’s transition, focusing on their experiences, self-efficacy in managing their child’s transition, involvement, and the impact of COVID-19 on their child’s readiness for kindergarten. Quantitative findings imply that caregivers have few concerns regarding their child’s transition to kindergarten; desire information that relates to kindergarten expectations to help in preparation efforts; are more likely to be involved in low-intensity, whole-group transition activities; and are less likely to be involved in individualized transition support practices. In general, caregivers feel confident and supported as they manage their child’s transition to kindergarten. Statistical analyses revealed a significant negative correlation between caregivers’ previous experience and their concerns, as well as a significant positive correlation between caregivers’ previous experience and self-efficacy and between caregivers’ feelings toward school and self-efficacy. Qualitative findings, presented as narrative portraits, preserve the unique personal qualities within each case and explain in detail the rich facets of caregivers’ experiences. The current study illustrates the need for schools to form early relationships with caregivers to understand their situation, assess their needs, and identify barriers so that targeted support can be provided to families as needed.

Då jag tidigare besökt förskoleklasser i USA har jag förvånats över hur mycket tid som ägnats åt laborativ matematik. När nationella läroplanen i matematik i USA, Principles and Standards for School Mathematics, omarbetades blev fokus inom matematik att arbeta för att stärka elevers taluppfattning. Lockad av tidigare erfarenheter från det amerikanska skolsystemet beslutade jag mig därför för göra en deltagande observation med löpande protokoll för att se hur man arbetar med taluppfattning i en förskoleklass i Texas. Under observationen fokuserade jag på att se samband mellan undervisningen, läroplaner och teorier inom matematikundervisning. Resultatet av min undersökning visar att nittio minuter varje dag ägnades åt laborativa matematikaktiviteter anpassade för att hjälpa eleverna att uppnå läroplanens mål. Därtill fanns en tydlig anknytning till teorier inom matematikundervisning.Arbetet är skrivet på engelska. Detta för att termer, dialoger etc. inte ska översättas inkorrekt och för att skolan som observationen skedde på ska kunna ta del av resultatet. / As I earlier visited Kindergarten classes in the United States, I was surprised to see how much time that was set aside for mathematical activities in a hands-on fashion. In the reform of the United States Principle and Standards for School Mathematics, number sense was an essential outcome. Hence, the purpose of my study was to investigate, using participant observation with running records as a method, how number sense is taught in a Kindergarten class in Texas. During my observation, I especially looked at the educations connection to the guidelines and mathematics education theories. The result of my investigation shows that ninety minutes every day was set aside for mathematical activities in hands-on fashion, adapted to meet the guideline requirements and goals. In addition, the teaching observed in the class was closely associated with the mathematics educational theories.

Uppsatsen är en jämförande studie mellan den estniska och svenska förskolan under 1800-talet. Syftet med studien är att undersöka hur förskolorna utvecklats i de respektive länderna och om det går att se några likheter eller skillnader. Uppsatsen behandlar bl. a. barnsynen, de tidiga pedagogerna och de första barninstitutionerna. Frågeställningar vi utgått ifrån är: När inrättades de första barninstitutionerna i Estland och Sverige, varför bildades de, vad var de till för och hur har de sett ut? Vilka var de tidigaste pedagogerna och vilka var deras grundtankar om barn? Har de tidigare pedagogernas barnsyn påverkat lärarinnornas syn på barn? Metoden som används är en innehållsanalys där materialet är hämtat från tryckt litteratur samt elektronisk media. Den tidigare forskningen belyser bl. a. Fröbels, Owens och Pestalozzis idéer och tankar kring barninstitutionerna och deras syn på barn.