Orientador: Roseli Aparecida Cação Fontana / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T03:47:18Z (GMT). No. of bitstreams: 1 Kopcak_SarahCristinaPeron_M.pdf: 1315307 bytes, checksum: 61f52d681221e6960debd05d12fc52a9 (MD5) Previous issue date: 2009 / Resumo: A pesquisa objetivou compreender as elaborações sobre a infância e o trabalho na Educação Infantil produzidas por monitoras, a partir das interlocuções vividas no Curso de Aperfeiçoamento para Monitoras de Educação Infantil da Rede Municipal de Campinas, realizado entre os anos de 2003 a 2006. O Curso pautava-se na articulação entre os saberes teóricos sistematizados da profissão com os saberes práticos e cotidianos das monitoras. Assumindo Bakhtin (1986, 2003) como principal interlocutor teórico-metodológico, buscou-se levantar, através de entrevistas realizadas após a finalização do curso, indicadores de como os conceitos relativos à infância e à Educação Infantil, compartilhados no Curso, foram apreendidos e estão sendo elaborados pelas cursistas e de como estes conceitos mediatizaram sua identidade e prática profissionais. A partir dos indicadores levantados, destacaram-se, do ponto de vista da profissionalidade, o reconhecimento da dimensão educativa do cuidado e da função de monitora como educadora infantil, a reivindicação por maior participação do segmento profissional no planejamento das unidades de Educação Infantil e a requalificação dos cursos de formação continuada destinados a esse segmento, tendo em conta a dimensão teórica da formação do educador, articulada à dimensão prática. O acesso aos conhecimentos sistematizados a respeito da infância mostrou-se fundamental sob dois aspectos: a possibilidade de compreender e ressignificar a atividade da criança e as escolhas feitas pelas professoras em seu trabalho, questionando ou referendando tais escolhas, a partir do conhecimento pautado pela formação. Esta compreensão, de acordo com as monitoras, possibilitou-lhes participar das atividades educativas, mediando-as a partir de escolhas fundamentadas e mais autônomas, vislumbrando uma maior valorização deste segmento profissional, não objetivando resolver os conflitos, mas permitindo que as tensões históricas entre professoras e monitoras de Educação Infantil sejam constantemente re-elaboradas por estas profissionais. / Abstract: Taking Bakhtin (1986, 2003) as the main theoretical and methodological interlocutor, this research aimed to understand the elaborations on the childhood and the work on Child Education produced by educators (monitors), from interlocutions lived in an Improvement Course for these professionals, organized and conducted by the Training Coordination of the Campinas Municipal Education Network, between the years 2003 to 2006. After the conclusion of the course, based on the link between the systematic theoretical knowledge of the profession with the practical and everyday knowledge of the monitors, it was raised, through interviews with the Course Educators, indicators of how the concepts related to childhood and the Child Education, shared in the course, were seized and are being drawn up by them, and how these concepts mediated their identity and professional practice. From the indicators raised, stood out, in terms of professionalism, the recognition of the educational dimension of care and the role of the monitor as a child educator, the demand for greater participation of the professional sector in the planning of the units of Child Education and the retraining of the Continued Formation Courses destined to this segment, given the theoretical dimension of teacher training, linked to the practical dimension. The access to the systematic knowledge concerning childhood proved to be crucial in two aspects: the possibility to understand and re-signify the child's activities and the choices made by teachers in their work, questioning or endorsing such choices. This understanding, according to the monitors, allowed them more based and autonomous interventions in their work, which contributed to a greater appreciation of this professional segment and the re-elaboration of the historical tensions between teachers and monitors. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-02-24T21:43:44Z No. of bitstreams: 1 Ana Paula de Oliveira Scherer.pdf: 2838216 bytes, checksum: bf12795f0b8a58fd2b1bd3adf95db69a (MD5) / Made available in DSpace on 2017-02-24T21:43:44Z (GMT). No. of bitstreams: 1 Ana Paula de Oliveira Scherer.pdf: 2838216 bytes, checksum: bf12795f0b8a58fd2b1bd3adf95db69a (MD5) Previous issue date: 2011-08-10 / The present text had as its objective to study the Political Pedagogical Project (PPP) developed in kindergarten of Chapecó (SC, Brasil) in the period of (1999-2004). The research investigated both the freirian categories and the principles of the municipal curricular proposition, confronting them. It also studied the process of interpretation, assimilation, adhesion and application, by the teachers of childhood education of Chapecó, of the proposed project. This study justifies itself, among other reasons, in the verification of pertinence of application of freirian theory in this grade, as Paulo Freire created his methodology to apply it in adult education, despite its reception in so many areas of knowledge and education. / O presente texto teve como objetivo estudar o Projeto Político-Pedagógico (PPP) desenvolvido na Educação Infantil, pela Prefeitura Municipal de Chapecó, com recorte cronológico de 1997 a 2004. A pesquisa refletiu sobre as categorias freirianas e sobre os princípios norteadores da proposta curricular utilizados, como também a interpretação, assimilação, adesão e aplicação, pelos educadores de Educação Infantil chapecoenses, do projeto proposto. Este estudo justifica-se, dentre outras razões, pela verificação da pertinência da aplicação da teoria freiriana na Educação Infantil, uma vez que Paulo Freire criou sua metodologia para aplicá-la na educação de adultos, apesar de sua aceitação em várias áreas do conhecimento e da educação.

Made available in DSpace on 2015-04-22T21:56:12Z (GMT). No. of bitstreams: 1 RAQUEL.pdf: 1193832 bytes, checksum: ff0da8dd716326e6986761a86c0105cd (MD5) Previous issue date: 2011-05-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research presents some reflections on childhood and education institutionalized in Brazil, reflecting on the pedagogical work developed in the space of institutionalized child care, offered by municipal schools in the city of Manaus. This study aims to understand the general construction of the curriculum and in the nursery, through the daily life and practices developed in this space. This is a qualitative study in which we adopted as the methodological procedures: a literature review, document research, focus groups, participant observation and semi-structured interviews. For data analysis, we chose the method of interpretation of meaning, leads us to deepen the analysis of the collected material, establishing a triangulation between the objectives of the study, the theoretical basis and empirical data. We seek, in the research process to know the care / education from kindergarten through the curriculum that it is designed and whose implementation happens in everyday practices and how they are organized, conducted and performed. Research findings are: perception of the dichotomy between the idealized and real Curriculum Proposal lived in daily child care, motivated by the lack of participation by teachers in preparing this document, a fact which implies they do not feel the educational process, the fragmented planning, collective and not separated from practice, which leads to a routinization of the pedagogical work of teachers on the day of kindergarten. To overcome these issues pointed believe to be necessary with continued education of teachers so that, through reflective dialogue about practice, can feel the authors of the educational process and reframe the routine as a way to overcome the alienation and professional quality care for young children. / A presente pesquisa traz algumas reflexões acerca da infância e da educação institucionalizada no Brasil, refletindo sobre o trabalho pedagógico desenvolvido no espaço institucionalizado da creche, ofertado pela rede municipal de ensino, na cidade de Manaus. Tal estudo tem como objetivo geral compreender a construção do currículo da e na creche, por meio do cotidiano e das práticas desenvolvidas nesse espaço. Trata-se de uma pesquisa qualitativa em que adotamos como procedimentos metodológicos: a pesquisa bibliográfica, a pesquisa documental, o grupo focal, observações participantes e entrevistas semi-estruturadas. Para a análise dos dados obtidos, escolhemos o Método de Interpretação de Sentidos, que nos leva ao aprofundamento na análise do material coletado, estabelecendo uma triangulação entre os objetivos do estudo, a base teórica adotada e os dados empíricos. Buscamos, no processo de pesquisa conhecer o cuidar/educar da creche por meio do currículo que nela é concebido e cuja implementação acontece nas práticas cotidianas e no modo como são organizadas, conduzidas e realizadas. São resultados da investigação: a percepção da dicotomia entre o pensado na Proposta Curricular e o real vivido no cotidiano da creche, motivado pela ausência de participação das professoras na elaboração desse documento, fato do qual decorre não se sentirem sujeitos do processo educativo; o planejar fragmentado, não coletivo e dissociado da prática, o que leva a uma rotinização do trabalho pedagógico das professoras no dia a dia da creche. Para a superação dessas questões apontadas acreditamos ser necessária a formação continuada das professoras, para que, por intermédio do diálogo reflexivo sobre a prática, possam sentir-se autoras do processo educativo e ressignificar a rotina como um caminho para a superação da alienação profissional e para o atendimento de qualidade das crianças pequenas.

Orientador: Afira Vianna Ripper / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T04:00:52Z (GMT). No. of bitstreams: 1 Camargo_MiriamBeneditadeCastro_M.pdf: 3182752 bytes, checksum: 45394432acc6fd01e5d9e196f8a42654 (MD5) Previous issue date: 2013 / Resumo: Esta pesquisa tem como objeto estudar o processo de apropriação do computador e sua utilização no cotidiano de 05 (cinco) Escolas Municipais de Educação Infantil (EMEIs) do município de Campinas, sendo que 04 (quatro) se situam na região Sul: EMEI Celisa Cardoso do Amaral, EMEI Presidente Campos Salles, EMEI Prefeito José Pires Neto, EMEI Comecinho de Vida e 01 (uma) intitulada EMEI Agostinho Páttaro considerada precursora no trabalho com computador pertencente à região Norte da cidade. Também escrevo sobre a formação continuada recebida pelo professor de Educação Infantil, nos cursos oferecidos pelo Núcleo de Tecnologia Educacional - NTE e seus efeitos no cotidiano das Unidades Educacionais de Educação Infantil. A complexidade deste tema exigiu o estudo de vários autores como: Moran (2000), Silva (2011), Bastos (2001), Monarcha (2001), Faria (1999), Ramos (2010), Ferraz (2001), Kuhlmann (1998), Kenski (2007), Papert (1993), Buckingham (2000), Muller (2009), Juquer (2012), Szymaschi (2001), Hishimoto (2009). Este estudo aponta para a necessidade da Secretaria Municipal de Educação de Campinas aperfeiçoar a política de formação em relação à normatização do cronograma, a divulgação e a integração do conteúdo dos grupos de formação com as atividades realizadas nas Unidades Educacionais de Educação Infantil; de que os cursos ministrados pelo Núcleo de Tecnologia Educacional (NTE) sejam reflexivos e não apenas técnico; dos entraves enfrentados pelos professores e Unidades Educacionais quanto à utilização dos computadores, formação teórica e prática dos professores, que muitas vezes inviabilizam as propostas pedagógicas, além da estrutura física e elétrica inadequada para a instalação do computador e da internet. Neste contexto é importante que haja diálogos e ações conjuntas entre o Departamento Pedagógico, a Coordenadoria de Formação, Núcleos de Ação Educativa Descentralizada, Núcleo de Tecnologia Educacional e Assessoria de Currículo para garantir que os cursos em geral venham contribuir para a continuidade dos projetos idealizados pelo coletivo educacional, visando à qualidade e reflexão nos cursos e ampliação da estrutura física, pessoal, teórica e prática do NTE. / Abstract: This research aims to study the process of appropriation of the computer and its use in the routine of five (05) School District Early Childhood Education (EMEIs) in Campinas, which 04 (four) of them are located in the South region and 01 (one), considered the forerunner in working with computer, belongs to the north region of the city. I also write about kindergarten teacher professional development education in courses offered by the Educational Technology Center - NTE and its effects on the daily routine of Educational Units of Childhood Education. The complexity of this issue required the study of various authors, such as: Moran (2000), Silva (2011), Bastos (2001), Monarcha (2001), Faria (1999), Ramos (2010), Ferraz (2001), Kuhlmann (1998 ) Kenski (2007), Papert (1993), Buckingham (2000), Muller (2009), Juquer (2012), Szymaschi (2001), Hishimoto (2009). This study indicates the need of Municipal Secretary of Education in Campinas to improve the professional development policy in relation to the schedule regulation, dissemination and integration of the content of the training groups with activities done in Early Childhood Educational Units; also the courses offered by the Educational Technology Center (NTE) may be reflexive and not only technical; barriers faced by teachers and Educational Units on the use of computers, theoretical and practical training of teachers, which often do not make the educational proposals possible, and also the physical and electrical structure for the installation of computers and the internet. In this context it is important to have dialogues and joint actions are needed between the Pedagogical Department, the Professional Development Coordination Department, Centers for Decentralized Educational Actions, Educational Technology Center and Curriculum Advisory to ensure the courses will contribute to the continuity of the projects conceived by the collective education, aiming at quality and reflection in courses and expansion of physical infrastructure, personal, theoretical and practical from NTE. / Mestrado / Psicologia Educacional / Mestra em Educação

Latinos are the fastest-growing minority group in the United States and have higher dropout rates compared to other groups. Moreover, problem behaviors are common in preschool classrooms, and the incidence of these problems is higher for children from low-income families. The purpose of this study was to understand Latino children's problem behaviors in the context of peer play interactions and identify those variables that influence such behavior. 265 five and six-year-old Spanish-speaking children (53.6% female) attending Head Start or kindergarten participated in the study. Additionally, 198 mothers and 78 pre-kindergarten and kindergarten lead teachers participated in the study. Child level data were gathered through the Penn Interactive Peer Play Scale, Teacher (PIPPS-T), the Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4), and the Test de Vocabulario en Imágenes Peabody (TVIP). Maternal data were obtained from the Demographic Parent Interview, the Brief Symptom Inventory (BSI), and the Breve Inventario de Síntomas (BIS). Both correlations and the multilevel models showed play disconnection related negatively to the child’s English proficiency and positively to maternal depression. Results suggest that children with lower English proficiency tend to be more disconnected from their peers as compared to children with higher English proficiency. Similarly, mothers with higher levels of depression symptoms had children with higher levels of play disconnection (internalizing behaviors). The current findings are consistent with previous studies and relevant to both researchers and practitioners.

The thesis named "The Application of self-management methods to prevent burn- out syndrome of the kindergarten headpersons" follows the objective to identify self- management methods and time and stress managements for kindergarten headpersons. In the theoretical section the work is based on findings about the kindergarten headpersons, their motivation, competence, self-management, self-reflection and regards also self- development. The work futher deals with burn-out syndrome, its symptoms and prevention methods, time and stress managements, tools and methods assisting time managements and refers also so called time thieves. Equally the work mentions the stress which is accompanying the headpearsons and describes the stress symptoms, its positive and negative efects on individual and describes also the prevention which should be helpful to control the stress situations. The theoretical section of the work is based on expert literature and explains terms and views of authors dealing with self, time and stress- managements. The research inquiry was aimed at identification of methods from the sphere of self,time and stress-managements applied by kindergarten headpersons within the frame of their self-management which are helpfull to prevent stress and consequent burn-out syndrome. The research iquiry...

1 ABSTRACT The dissertation is focused on analysis of the preschool education in the kindergartens founded by private founders on the territory of the capital city of Prague in 2001-2015 with emphasis on performance indicators, trends in development and specific aspects of this level of education. During the mentioned period, the number of new private kindergartens considerably increased. The private kindergartens represent a segment of preschool education which has been absent in the Czech Republic for a long time and which could secure varied offer of education including alternative approach, above-standard or non- standard concepts of the preschool education. Kindergartens represent the very first educational institution, which any child normally faces to, and which serves as a systematic field for education. The capital city of Prague has been chosen as a key-region of the Czech Republic with high level of dynamic changes and economic potential which also have influence on development of the preschool education.

Theoretical part The theoretical part examines psychological resilience in pre-schoolers. It presents the terminology and factors influencing resilience. It describes the development of resilience in the context of the development of children. The following part describes the characteristics of resilience crucial for this research. An important part presents suggestions and tips for parents and teachers on how to foster and further develop these characteristics of psychological resilience. The last chapter of the theoretical part describes state-run, private and so called "forest" kindergartens and presents the legislative framework concerning pre-school education. Practical part The empirical part inspects the characteristics of resilience in pre-schoolers in private, state- run and the forest kindergartens. It examines the differences between the attitude of parents and teachers to initiative, self-regulation and relationship and bond forming in pre-schoolers in various types of kindergarten The key words resilience, preschool child, initiative, self-regulation, attachments and relationships, kindergarten

A model of Teacher Child Interaction Therapy (TCIT) was implemented in two kindergarten classrooms of students (n = 2) who successfully completed Parent Child Interaction Therapy, but continued to demonstrate disruptive behaviors in the classroom. The current study first indicated that TCIT was implemented with integrity by both the therapists and teacher participants. Next, the effects of this intervention on the teacher’s skills, students’ disruptive behaviors, teacher’s stress, and teacher-child relationships were investigated. The treatment acceptability was also examined. Both visual and statistical analyses found a treatment effect in both cases was seen for both teachers’ increased use of positive interaction skills and decrease of negative interaction skills during the intervention session. However, these skills generalized to the interactions between the teacher and student during classroom instruction. Mixed results were found related to teachers’ use of effective commands. Results from visual analysis indicated that one child participant demonstrated a decrease in disruptive behaviors according to both teacher rating scales and classroom behavior observations. Neither teacher indicated significantly reduced stress over the course of TCIT. Teacher-child relationships improved for both students; however, one teacher also reported increased conflict in the relationship. Both teachers expressed high levels of treatment acceptability for the intervention. Further research should investigate the underlying causes for the nuances in the findings of this study. Additional research is also warranted to determine whether these results can be generalized to other students as well as best practices for implementing this intervention in schools.

Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity. Focused on two elementary schools in a central Florida county that has been and is undergoing demographic changes, this work offers applications for educational institutions dealing with migration. One school’s orientation to meeting needs of non-English speaking students significantly impacts its ability to reach and form relationships with parents and improve the educational outcomes for children. The second school’s culturally responsivity makes it possible to meet higher expectations. At both schools, there is a disconnect between how the school and state think about people and how those people think about themselves, which erases groups and raises questions about how well students from those groups are served. While the ideologies promoted in dominant society are constraining, struggles and resistance do impact and reorganize the system. This study provides recommendations for the research site and similar schools to address linguistic, racial, and ethnic educational inequity. For instance, this project emphasizes the need to provide linguistically appropriate school-home communication. It also offers a means for the schools and state to better serve students by understanding the nuances of identity through more appropriate measures of race and ethnicity.