The diploma thesis deals with the topic of adaptation of a teaching assistant in a kindergarten. The theoretical part of this diploma thesis deals with the history of the job position and legislation,as well as the qualificationandpersonalityof the teaching assistant, and what is his role and content in his work in the kindergarten. The next chapter of the theoretical part is devoted to what the role is and scope of work of the teaching assistant in his work in the kindergarten. The thesis defines the adaptation associated with the beginning of a new profession and deals with the possibilities of mentoring. It also describes what the collaboration betweenthe teaching assistant and the teacher in the classroom shouldbe like or mentions what mistakes they should avoid in the collaboration. The last chapter of the theoretical part deals withthe work of the teachingassistant inconnectionwith individual disabilities anddisadvantages that teaching assistants may encounter today in the kindergarten. The practical part of the diploma thesis is devoted to research that was conducted with teaching assistants from kindergartens using the method of interview. Here is the methodology and description of the entire research and the starting point and conclusion resulting from it. The aim of the diploma thesis is...

Preschool teachers must overcome the pressure to become more academic in lieu of a whole child development curriculum approach in order to preserve developmentally appropriate practices and shape well-adjusted future citizens of society. In order to achieve this, it is important to give a voice to preschool teachers to better understand their struggle and to find effective resolutions. This is only possible through a qualitative case study that employs observations, interviews, and a focus group with an inductive analysis approach to the data. The development of the whole child will only be attainable through national policies that are supported by sound research and ongoing teacher training that is aligned with that research. When theory and practice are aligned, it provides more opportunities for teachers, parents, and the rest of the community to advocate for the same goals, which ultimately benefits children.

Mentoring, a kind of traditional mechanism for passing down knowledge and skills, is now becoming an organized field of practice in early childhood education contexts, not only globally but also in China. A variety of mentoring models have been implemented to facilitate the ongoing and continuous professional development of educators, including early childhood teachers. This qualitative case study focused on the impact of group mentoring on the professional development of four teachers in a Shanghai kindergarten. Within the theoretical framework of COP (Community of Practice), it was an investigation of how the group mentoring process, an alternative to traditional models of professional development, had an impact on the teachers in a changing early childhood education context in China. This study featured in-depth individual interviews with the four teachers (two mentors and two mentees), who are in the same mentoring group, and observations of their group mentoring activities. Data was coded and analyzed qualitatively. A few major themes emerged from the study: the teachers’ perceptions of the model, the benefits and challenges it brings, and its influence on their relationships and identity. The study aimed to gain insight into how group mentoring, a potentially optimal model, has exerted an influence on the teachers’ professional development. This study concludes with a discussion of the implications of the findings and areas for future research.

In an effort to ensure high quality early childhood education, curriculum reform has been implemented for over one decade in Shanghai kindergartens (specifically, since 2004). The reform guidelines largely align with the principles of Developmentally Appropriate Practice (DAP) issued by the National Association for the Education of Young Children (NAEYC) in the United States, which served as the conceptual framework of this study. This study aimed to develop a better understanding of kindergarten teachers’ beliefs and practice of Developmentally Appropriate Practice (DAP) in Shanghai in the context of educational reform, the relationship between teachers’ beliefs and their practice, and whether the type of school (public versus private) moderates the belief-practice relationship. Applying a correlational research design, this study measured kindergarten teachers’ beliefs and practices by the instrument of Teacher Beliefs and Practices Survey (three to five-year-olds) (Chinese version, by Wang, Elicker, McMullen, & Mao, 2008). Respondents from both public ( n = 111) and private ( n = 71) kindergartens in Shanghai completed this survey. Findings suggested that teachers endorsed both appropriate and inappropriate beliefs and engaged in both appropriate and inappropriate practices (as defined by DAP principles), but with significantly higher levels of endorsement in appropriate (as compared to inappropriate) beliefs and engagement in appropriate (as compared to inappropriate) practices. Teachers’ beliefs and practices were reported to be moderately positively correlated, implying that their practices tend to reflect their beliefs. School type was not found to moderate the belief-practice relationship; however, public and private school teachers, on average, differed in their levels of endorsing appropriate and inappropriate beliefs, and the levels at which they engage in appropriate practices (but not inappropriate practices, with the Bonferroni adjustment applied to control the Type I error rate). Public kindergarten teachers were higher, on average, for all four subscales. Implications are discussed along with suggestions for further research.

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This study describes the developmental movement of kindergarten children from oral language toward written communication. The study describes and documents evidence of a sample of kindergarten children as they interact with print concepts in a kindergarten environment. The subjects were thirty kindergarten students randomly selected from three specific kindergartens identified as implementing the Key Vocabulary approach of Sylvia Ashton-Warner. The classrooms were public school kindergartens located in a suburban area of North Central Texas. From the findings several conclusions can be drawn. The learning of kindergarten children can be documented and a profile of that learning can be developed that will have possible future use in the learning career of the child. Kindergarten children may perceive the reading of a story to the group differently from the teacher. The perception of the process of writing by kindergarten children may be different from that of adults. There was evidence of children's writing in their movement from oral language toward print.

This thesis is focused on the methods for selecting employees in the recruitment and selection process of employees and their using in the recruitment and selection process of teachers in kindergartens. The aim of the theoretical part of this thesis is to describe these methods for selecting employees, include context of the whole recruitment and selection process of employees and to describe the methods for selecting employees in the recruitment and selection process of teachers in kindergartens. The aim of the practical part of this thesis is to discover and describe the methods for selecting employees that are used in kindergartens in The Capital City of Prague and The Central Bohemian Region based on quantitive research of questionnaire surveys. The research reports the used methods for selecting employees, the number of combined methods for selecting employees and used knowledge and skill tests in recruitment and selection of teachers in examined kindergartens. A secondary data analysis was made by comparing research data using the following parameters: public or non-public kindergartens, location of the kindergarten in The Capital City of Prague or The Central Bohemian Region, the size of the workplace, the orientation of the kindergartens and the number of applicants. The results indicate...

The goal of this project si to design school building in Černá louka in Ostrava city. Besides aim to achieve architectural and typological harmony it tries to clarify a collision of disparate urban structures. Its trying to cultivate and develop approved zoning plan.

The topic of my diploma thesis is a design of a new complex of schools in Ostrava. The place of this project is located close to a historical centre next an exhibition grounds Černá louka. The main idea is a design of single houses which are created to a closed block with an inner area with large garten. The children from secondary school will during their environment lessons plant various plants and students from the high school will get to know in their biology lessons these plants. The complex is divided by functions to five different houses: kindergarten, primary school with secondary shool, grammer school, kitchen with school canteen and sport complex.

The purpose of this study was to assess the Parents as Teachers program and its relationship to literacy and school readiness among kindergarten students enrolled in three elementary schools in southwestern New Mexico, using the Dynamic Indicators of Literacy Skills assessment system. Data were collected by trained teachers and parent volunteers and used by the Parents as Teachers program as part of their program evaluation. Analysis of these data showed that the PAT program is having positive results for participating students in this school district in comparison to non-PAT kindergartners. The overall results from this study support continuing implementation of the PAT program in this area because it appears that PAT children are entering school with sufficient literacy readiness skills based on the Fall 2005 and Spring 2006 outcome of the DIBELS assessment outcome.