Há grande evidência internacional e nacional sobre a importância da primeira infância no desenvolvimento humano, entre as principais políticas públicas com este foco, destaca-se a criação de creches. No presente projeto, analisar-se-á o impacto do programa de criação de creches em Petrolina (PE), o Nova Semente. Mais especificamente, a partir dos dados do Censo Escolar e do Cadastro Único, deseja-se observar se a introdução de creches contribui para melhora do desempenho educacional dos alunos através de suas aprovações e frequência escolar. / There is extensive literature worldwide on the importance of early childhood on human development, childcare policies stand out as one of the main public policies with this aim. This Project intends to evaluate the impact of Nova Semente, a program in Petrolina (PE), which increases childcare supply. Specifically, educational development, through approvals and frequency, will be assessed using data from Censo Escolar and Cadastro Único.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-04T13:41:32Z No. of bitstreams: 1 fabianagoncalvesdiasdecastro.pdf: 1575701 bytes, checksum: a97e954da8c21ff48402259719bd39e8 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-05T11:47:39Z (GMT) No. of bitstreams: 1 fabianagoncalvesdiasdecastro.pdf: 1575701 bytes, checksum: a97e954da8c21ff48402259719bd39e8 (MD5) / Made available in DSpace on 2016-02-05T11:47:39Z (GMT). No. of bitstreams: 1 fabianagoncalvesdiasdecastro.pdf: 1575701 bytes, checksum: a97e954da8c21ff48402259719bd39e8 (MD5) Previous issue date: 2014-12-10 / A presente dissertação, fundamentada em um caso de gestão educacional, tem por objetivo conhecer como o atendimento as crianças de 3 anos está sendo ofertado nas escolas municipais em Juiz de Fora com o intuito de propor um Plano de Ação que possa subsidiar os gestores da educação pública a agirem de forma refletida a essa demanda por atendimento. As crianças nessa faixa etária necessitam de um atendimento diferenciado por apresentarem necessidades e características específicas, sendo necessário que a escola e toda equipe escolar se organizem para oferecer esse atendimento e exigindo uma reorganização das práticas pedagógicas existentes, uma reorganização dos tempos e espaços e materiais, bem como a adequação do projeto político pedagógico e a capacitação de professores. Pretende-se abordar toda a dinâmica desse atendimento dialogando com documentos oficiais que versam sobre a Educação Infantil, entre eles, os Parâmetros de Qualidade da Educação Infantil, os Critérios para um Atendimento em Creches que Respeite os Direitos Fundamentais das Crianças, os Indicadores de Qualidade da Educação Infantil, e também com a proposta Curricular da Rede Municipal de Juiz de Fora para a Educação Infantil. Ao final esta dissertação apresenta uma proposta de intervenção para a Secretaria de Educação do Município a fim de que o atendimento às crianças de 3 anos seja acompanhado de uma reflexão e de um intenso debate para que possa ser assegurado a elas o direito constitucional de um atendimento de qualidade, levando em consideração o legal, o ideal e o real. / This thesis, based on a case of educational management, aims to understand how the care of children three years is offered in public schools in Juiz de For a in order to propose an Action Plan that can support managers of public education to act in a reflective form to attend this demand. Children in this age group wants a differentiated service by presenting specific needs and characteristics and it is necessary that the school and all school staff organize themselves to offer this service, requiring a reorganization of existing teaching practices, a reorganization of time, space and materials, as well as the adequacy of the political pedagogical project and the training of teachers. To discuss all the dynamics of this service, dialoguing with official documents that deal with early childhood education, among them Parameters of Quality of Early Childhood Education, Criteria for a Customer Childcares that respect Children Fundamental Rights, the Quality Indicators of Early Childhood Education and also with the Curriculum proposal from Municipal System of Juiz de Fora for Early Childhood Education. At the end, this dissertation presents a proposal of intervention to the Municipal Secretary of Education so that care for children from 3 years would be accompanied by a reflection and an intense debate to assured to them the constitutional right to a quality of care, taking into consideration the legal, the ideal and the real.

The aim of this study is to examine how parents, who had children in foster care due to their social environment, describes the process of change and what factors enabled the process. The study is based on interviews with six parents, four female and two males, who have reunited with their children. A phenomenological interview method has been used to catch the parents’ views and perspectives on the process. Aaron Antonovsky’s (1987/2005) salutogenic theory of sense of coherence (SOC) is used as a theoretical frame, where the three factors: comprehensibility, manageability and meaningfulness have been analysed to put focus on which factors enable change. To also examine how the process is affected by its social context Erving Goffman’s (1959/2014) dramaturgical role theory has been used. The results indicate that a successful changing process requires understanding of the situation and how to handle it. In the crises following the placement parents tend to feel strong emotions that may affect the sense of understanding and seeing change as a possibility. The parents need to understand how to enable change and need to believe that change is possible.

This diploma thesis deals with the analysis of the parents' point of view on the individual contacts of the family and the school. The theoretical part presents the history of the relationship development between the family and the school, the functions of socializations and competences of these institutions and the forms of contact between the family and the school with the emphasis on a specific form, so called tutorial system, based on building a confidential, open parent-child relationship and which is intended to enable educational co-operation in the upbringing of a child. The focus of this thesis is on its empirical part, realized within the qualitative methodological approach. With the help of semi-structured interviews with parents, the parents' point of view on the role and competences of the school in the educational process of the child were studied, as well as the way parents perceive a tutorial system of communication with the school. The research results suggest that parents perceive the involvement of the school in the area of childcare ambivalently, and that despite the noted positives, tutoring meetings are problematic for parents, mainly because of the unclear determination of boundaries and the definition of roles in them. Key words: school, family, competences, childcare,...

Résumé : Problématique : Puisque les enfants de moins de cinq ans passent environ 29 heures par semaine dans les milieux de garde et qu’ils apprennent en observant et en imitant les autres, les éducateurs et les pairs peuvent être des modèles importants dans l’apprentissage de saines habitudes de vie. Les objectifs étaient d’analyser les associations entre 1) les pratiques des éducateurs et l’apport alimentaire, 2) l’activité physique (AP) des enfants de trois à cinq ans dans les milieux de garde, 3) le degré d’influence des pairs sur l’apport alimentaire, et 4) l’AP des enfants de trois à cinq ans. Méthodes : Les associations entre les pratiques des éducateurs et les comportements liés à l’apport alimentaire et l’AP des enfants ont été étudiées à l’aide d’une étude transversale, menée auprès de 723 enfants de trois à cinq ans de 51 milieux de garde en Saskatchewan et au Nouveau-Brunswick à l’automne 2013 et 2014. Le degré d’influence des pairs sur l’apport alimentaire et l’AP des enfants a été étudié à l’aide d’une étude longitudinale, menée auprès de 238 enfants de trois à cinq ans au début et à la fin des années scolaires 2013-2014 et 2014-2015. L’AP des enfants a été mesurée à l’aide d’accéléromètres, et l’apport alimentaire a été mesuré à l’aide d’une analyse de consommation par pesée et photographiée. Une grille d’observation de l’environnement a permis de mesurer les pratiques des éducateurs en milieu de garde. Des régressions linéaires multiniveaux ont répondu aux quatre objectifs de l’étude. Résultats : Le modelage est positivement associé à l’apport en sucre (p=0,026) et l’éducation alimentaire est négativement associée à l’apport en calories (p=0,026) et en fibres (p=0,044). Ne pas utiliser de récompenses alimentaires est négativement associée à l’apport en gras (p=0,049). Aucune pratique n’est associée à l’AP des enfants. Plus l’écart entre l’apport alimentaire et l’AP des enfants et ceux de leurs pairs est grand au début de l’année, plus les enfants voient leur apport alimentaire et leur AP changer, se rapprochant de la moyenne de leurs pairs neuf mois plus tard (p<0,05). Conclusion : Les éducateurs et les pairs jouent un rôle important dans l’adoption d’habitudes alimentaires saines et d’AP chez les enfants de trois à cinq ans dans les milieux de garde. L’environnement social est donc important à considérer dans les interventions de promotion d’habitudes de vie saine dans les milieux de garde. / Abstract : Background: Since children under the age of 5 spend approximately 29 hours per week in childcare centres and that they learn by observing and imitating others, childcare educators and peers can be important role models in promoting a healthy lifestyle. The objectives were to analyse the associations between 1) educators’ practices and the dietary intake, 2) physical activity (PA) of 3 to 5 year-old children in childcare centres, 3) peers’ behaviours, and children’s dietary intake, and 4) PA of three- to five-year-old children. Methods: Associations between childcare educator practices, and children’s dietary intake and PA were analysed by a cross-sectional study conducted among 723 three- to five-yearold children from 51 childcare centres in Saskatchewan and New Brunswick in the fall of 2013 and 2014. The associations between peers’ behaviours, and children’s dietary intake and PA were studied using a longitudinal design, conducted among 238 three- to five-yearold children at the beginning and at the end of the 2013-2014 and 2014-2015 school years. Children’s PA was assessed using accelerometers, and dietary intake was measured using weighed plate waste method and digital photography. An environmental observation checklist was used to measure educators’ practices within the childcare centre. Multilevel linear regressions were used to answer all four of the study’s objectives. Results: Modeling is positively associated with children’s intake in sugar (p=0.026) and nutrition education is negatively associated with children’s intake in calories (p=0.026) and in fibre (p=0.044). Not using food rewards is negatively associated with children’s intake in fat (p=0.049). None of the practices are associated with children’s PA. The greater the difference between children’s intake or PA and those of their peers at the beginning of the year, the more likely they are to change their intakes and PA to become more similar to their peers 10 months later (p<0.05). Conclusions: Educators and peers can play an important role in the adoption of healthy eating behaviours and PA of three- to five-year-old children in childcare centres. The social environment is therefore important to consider in interventions which aim to promote healthy lifestyles in childcare centres.

The diploma thesis deals with the development and current situation in the market of preschool care and basic education in the district Praha-západ. The thesis solves whether this is a national or regional problem. For further investigation is elected the district Praha-západ, in which it is decided whether there is a problem with insufficient capacity in educational establishments. By analysing the development and the current situation together with structured interviews with staff of municipal and municipal authorities and questionnaire surveys of the inhabitants living in this region, it proves this problem. At the end of the thesis several proposals of solutions are provided, which are inspired by specific municipalities or towns of this district.

The north and north-western quadrants of Pretoria have been identified as requiring attention for rejuvenation. The framework looks at “connectivity through activity” and the site ties into the creative industries, heritage route and pedestrian walkway proposed for the area. It is realised that in this day and age the ideal is often impossible to achieve. Paradoxically too it is often in the more densely populated areas, where land values are highest that there is the greatest need for ample space for children, whose probable home is a cramped flat, with no garden in which to run about and play freely. With the proposal to increase housing in the framework for Pretoria's city and, in a bid to densify the urban centre, comes the added responsibility to accommodate the youngest generations of city dwellers. It is with this in mind that the design proposal looks at the creation of a pre-primary school and public playground connected to a pedestrianised inter-block walkway. A new revolutionary approach to educational buildings has to be investigated in terms of “learning through play” by “extending the field of play” and incorporating design techniques of both architecture and landscape architecture to create a holistic design precedent that will stimulate young minds. AFRIKAANS : Die Noorde en Noord-Westelike kwadrante van Pretoria word ge-identifiseer as wat aandag vir verjonging vereis. Die raamwerk kyk na "konnektiwiteit deur aktiwiteit" en die terreine bind die skeppende nywerhede, erfenis roete en voetganger paadjie [voorgestel vir die gebied] va. Daar word besef dat deesdae die ideale dikwels onmoontlik word om te bereik. Ook is dit dikwels in die meer digbevolkte gebiede, waar die grond waarde die hoogste is, dat daar 'n nodigheid vir genoeg ruimte vir kinders word. Hierdie kinders se waarskynlike huise is 'n beknopte woonstel met geen tuine om in rond te loop of te speel nie. Met die voorstelling om behuising in die raamwerk vir Pretoria se stad te vermeerder en om die stedelike sentrum digtheid te verhoog, kom ekstra verantwoordelikheid om die jongste generasies van die stede te akkommodeer. Met hierdie gedagte moet die ontwerp voorstelling na die skepping van 'n pre-primere skool kyk. Ook moet daar 'n openbare speelgrond gekoppel aan 'n voetgangers interblok loopvlak wees. 'n Nuwe revolusionêre benadering tot opvoedkundige geboue moet ondersoek word in terme van "leer deur te speel" deur "uitbreiding die veld van speel" en die integrasie van ontwerp tegnieke van beide argitektuur en landskap argitektuur om 'n holistiese ontwerp presedent te skep sodat die jong gees gestimuleer sal word. / Dissertation (MArch(Prof))--University of Pretoria, 2011. / Architecture / unrestricted

The study is aimed at understanding the life experiences of children living in childcare institutions and to gain insight into what impact these experiences have in their lives and everyday functioning. I also anticipate that findings of the study will make a contribution in the Department of Health and Social Development, social workers, childcare institutions and other stakeholders who work with children in order to plan and implement programs that will enhance the children’s lives. The research project will be qualitative in nature with the use of the interpretivist approach and the stigmatisation theory as its theoretical background. The study revealed that children in childcare institutions view their environment as normal besides the absence of their parents, there were mixed feelings however about whether they find it as pleasant or unpleasant. One thing that stood out and was positive for them being in a childcare institution was that they have access to privileges which they would not have access to if they were living with their families. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted

The effort to harmonize work self-realization with the care of children brings parents in the Czech Republic number of problems. Gender stereotypes cause that it is mainly women who must cope with the double load. This thesis deals with the most problematic areas such as the lack of alternative employment or small extension of alternative care for childern. The aim is to define the reasons for this and propose possible solutions that makes easier harmonzation of family and work in the Czech Republic.

The purpose of this study was to examine the relation between classroom environmental quality and early literacy outcomes amongst a sample of Latino children from various Latin-American countries. Participants included 116 preschoolers that attended various childcare centers in Southeast Florida. Participant’s literacy knowledge was assessed using the Test of Preschool Early Literacy. Classrooms were assessed on environmental quality using the Early Childhood Environmental Rating Scale-Revised. A regression analysis revealed that classroom environmental quality did not account for Latino children’s early literacy outcomes. However, a multiple regression analysis was significant (R2= .15, F(5, 115) = 3.86, p< .05) indicating that quality has a varying impact on children’s early literacy skills based on children’s region of origin. Findings suggest that high classroom environmental quality does not necessarily mean better literacy development for Latino children. Additionally, Latino children should not be viewed as a homogeneous group, particularly in relation to their development of literacy skills in English.