Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-09-13T12:47:01Z No. of bitstreams: 1 Fernanda Pereira das Chagas Gomes.pdf: 1686625 bytes, checksum: 10f78cefe496d41d05e0c0e919edf71e (MD5) / Made available in DSpace on 2016-09-13T12:47:01Z (GMT). No. of bitstreams: 1 Fernanda Pereira das Chagas Gomes.pdf: 1686625 bytes, checksum: 10f78cefe496d41d05e0c0e919edf71e (MD5) Previous issue date: 2016-04-13 / This study aims to analyze the process of construction of the professional identity of four teachers who work in a childcare center with children aged from 4 months to 3 years and it is grounded on Dubar‟s perspective of identity (DUBAR, 1997, 2009). The construction of the teacher‟s identity takes place throughout their career path and several elements are involved in this process. In this work, the elements that constitute the professional identity of childcare teachers are highlighted. Considering its role, this study deals with concepts of child and childhood; the role of childcare institutions; conceptions of playing; pre-service and in-service teacher education; as well as the work conditions that influence the professional identity of teachers of small children. Provided that nowadays the role of childcare centers is to take care and educate, which makes the teaching profession more complex, new challenges, besides teaching, come up for the childcare teacher. One example of those challenges is the need to domain specific knowledge about the concepts of child and childhood. For this study, four teachers who work in a municipal childcare center in Santo André were selected using pre-defined criteria. The methodology for data collection consisted of a semi-structured interview conducted with the objective of recalling the career path of those teachers through narratives. The main results were analyzed based on the perspective of different authors (NÓVOA, 1992, 2000, 2009, 2013; CAMPOS & MACHADO, 1994; GATTI, 1996, 2009, 2012; IMBERNÓN, 2010, 2011; PLACCO & SOUZA, 2010, 2012; RINALDI, 1990; OLIVEIRA-FORMOSINHO, 2002, among others). These authors work with the aforementioned categories analyzed here: life stories; concepts of child, childhood and childcare; conceptions of playing, and work conditions; presenting assignments and belongings that print and define the identity. Those elements may either favor or hinder the process of identity construction, its perception by the individuals in themselves and in others. It is concluded that knowing the elements which favor the construction of identity of the childcare professional, considering the reality, the concept of child, the way teachers of small children act and the problems faced by them, will allow the establishment of a deeper dialog, a more critical and conscious analysis of issues related to real situations that arise in the context of child education in childcare centers, and dialogs and analysis that will result in effective transformation of the teaching practice and, consequently, of the construction of identity / Este estudo tem como objetivo analisar o processo de constituição da identidade profissional de quatro professoras que atuam em creche, com crianças de 4 meses a 3 anos, na perspectiva de Dubar (1997, 2009) acerca da identidade. A constituição da identidade docente ocorre ao longo do percurso profissional, e vários elementos participam desse processo. Destaca-se a importância dos elementos que constituem a identidade profissional das professoras de creche. Considerando o seu papel, este estudo trata das concepções de criança e infância, da função da instituição creche, da compreensão do brincar, da formação inicial e continuada, assim como das condições de trabalho que influenciam a identidade profissional da professora de crianças pequenas. Tendo em vista que, na atualidade, a função da creche é cuidar e educar, o que torna mais complexa a profissão, surgem novos desafios para a professora de creche, como o domínio de conhecimentos específicos sobre a criança e a infância, além do trabalho docente. Para este estudo, foram selecionadas quatro professoras que atuam em creche na Prefeitura Municipal de Santo André, escolhidas por critérios previamente definidos. A metodologia utilizada foi a entrevista semiestruturada, objetivando resgatar a trajetória profissional dessas professoras através da narrativa. Os principais resultados foram analisados à luz da perspectiva de diferentes autores (NÓVOA, 1992, 2000, 2009, 2013; CAMPOS e MACHADO, 1994; GATTI, 1996, 2009, 2012; IMBERNÓN, 2010, 2011; PLACCO e SOUZA, 2010, 2012; RINALDI, 1990; OLIVEIRA-FORMOSINHO, 2002, entre outros) que tratam das citadas categorias analisadas, considerando-se: histórias de vida; concepções de criança, infância e creche; compreensão do brincar; e condições de trabalho, apresentando atribuições e pertenças que marcam e definem a identidade. Estes elementos podem favorecer ou comprometer o processo identitário, a percepção da mesma em si e nos outros. Conclui-se que conhecer os elementos que favorecem a constituição da identidade da profissional de creche, considerando-se a realidade, a concepção de criança, o como as professoras de crianças pequenas atuam e os problemas enfrentados por elas, permitirá o estabelecimento de um diálogo mais aprofundado e análise de forma mais crítica e consciente de questões afetas às situações reais que se apresentam no âmbito da educação infantil em creche que redundem em efetiva transformação da prática e, consequentemente, da constituição da identidade

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.

How does change in economic, social and political institutions occur? How aregender and other social inequalities reproduced through and challenged byprocesses of institutional creation, evolution and innovation? And can institutionsbe transformed for greater equity and inclusion? These are big questions forfeminist political scientists to whom a better understanding of real world puzzles isnot only of theoretical but also of practical relevance. By looking at recent socialpolicy reforms and innovations in Chile this thesis contributes to moving thisresearch agenda forward. Drawing on conceptual and methodological tools fromhistorical institutionalism and feminist political science, it provides a theoreticallyinformed and empirically grounded account of how institutional change happensand why thoroughgoing transformations are so difficult to achieve. As an essentialpart of this endeavor, it highlights the multiple ways in which gender shapes and isshaped by broader processes of policy reform and innovation. Bolstered byabundant empirical evidence from four reform episodes-the 2002-2004 healthreform, the 2008 pension reform, the 2006-2010 expansion of childcare services,and the reform of maternity leave in 2011-the thesis interrogates the scope andthe quality of recent changes, analyzes their implications for women's rights andgender equality, and unveils the complex interplay of institutional, agential andideational factors that have shaped specific policy choices. It holds that none of thepolicy areas has experienced sweeping change or path departure. Instead, policyinnovations have taken place in historically and contextually bounded ways: whilethe scope and purpose of existing welfare institutions has been redefined and newrules have been layered on to previously existing institutional arrangements, coreelements of these arrangements-and of the broader context-have remainedfirmly in place. Against this backdrop, positive gender change did indeed occur:greater access to non-contributory pensions, more accessible childcare services andmore generous maternity leave regulations all benefit women. Yet, selective andpiecemeal reform strategies also entailed important trade-offs that hamper theequity-enhancing effect of otherwise important policy innovations. This generalverdict, however, conceals important variations across policy areas both in terms ofthe (re)articulation of state-market relationships and in terms of the integration ofgender concerns. The thesis locates these variations at the intersection of sectorspecificpolicy legacies and more contingent moments of political opportunity.

Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-08-24T15:13:43Z No. of bitstreams: 1 Dissert Gabriella Guedes.pdf: 2813909 bytes, checksum: 0cee1d8cf74ef0805859d1128877a8c9 (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-08-28T16:53:00Z (GMT) No. of bitstreams: 1 Dissert Gabriella Guedes.pdf: 2813909 bytes, checksum: 0cee1d8cf74ef0805859d1128877a8c9 (MD5) / Made available in DSpace on 2017-08-28T16:53:01Z (GMT). No. of bitstreams: 1 Dissert Gabriella Guedes.pdf: 2813909 bytes, checksum: 0cee1d8cf74ef0805859d1128877a8c9 (MD5) Previous issue date: 2015-12-23 / O absenteísmo caracterizado pela falta do profissional ao trabalho, tem se constituído em prejuízo crescente, para as empresas e instituições públicas e privadas que prestam serviços e produzem bens. O presente estudo ao delimitar como tema de pesquisa o absenteísmo dos educadores de creche, categoria dos professores que atuam no segmento da Escola Infantil, voltado para crianças de 0 aos 3 anos de idade, tem como objetivo geral analisar o absenteísmo dos educadores de creche em Município do Estado do rio de Janeiro, através da análise dos motivos do afastamento temporário ou definitivo das funções laborais. O aumento do absenteísmo encontra-se retratado nos laudos das perícias do serviço de Previdência, que refletem os sintomas da Síndrome de Burnout, que impedem estes profissionais de cumprirem suas obrigações, em consequência do adoecimento. A metodologia priorizou a coleta de dados através de questionário semi - estruturado aplicado aos médicos do Serviço de Previdência, bem como visitas “in loco” às creches do município, onde também foram coletados dados por meio de questionários. Por fim, conclui-se que reduzir o alto índice de absenteísmo nas creches do município, está vinculado ao investimento necessário que precisa ser feito pelos órgãos competentes, na formação permanente do professor, na remuneração compatível com a jornada de trabalho definida no Projeto Político Pedagógico (PPP), bem como a inadequada composição da jornada e principalmente na melhoria das condições físicas e estruturais do ambiente escolar, viabilizando consideravelmente a diminuição do alto índice dos trabalhadores com a Síndrome de Burnout e assim, favorecendo sua capacidade laborativa e o prazer de atuar no trabalho. / Absenteeism characterized by a lack of professional work, has been made in increasing damage to companies and public and private institutions that provide services and produce goods. This study to define as a research topic absenteeism from day care educators, category of teachers who work in the segment of Infant School, aimed at children aged 0 to 3 years old, has the general objective to analyze the absenteeism of daycare educators municipality of Rio de Janeiro, by analyzing the reasons for the temporary or permanent withdrawal of labor functions. Increased absenteeism is portrayed in the reports of the skills of social security that reflect the symptoms of burnout syndrome, which prevent these professionals to meet their obligations as a result of illness. The methodology prioritized data collection through semi - structured questionnaire applied to medical of social security, as well as visits "in loco" the nurseries of the city, which were also collected data through questionnaires. Finally, it is concluded that reduce the high rate of absenteeism in municipal day care centers, it is linked to the necessary investment that needs to be done by the competent bodies in the permanent teacher training, remuneration compatible with the working day defined in Project political Pedagogic (PPP) and inadequate composition of the journey and especially in improving the physical and structural conditions of the school environment, enabling considerably decrease the high rate of workers with burnout syndrome and thus favoring their working capacity and pleasure to act at work.

Orientador: Elisabeth Gelli Yazlle / Banca: Solange Franci Raimundo Yaegashi / Banca: Maria de Fátima Araújo / Resumo: Este trabalho é fruto de nossas inquietações, em relação à educação sexual que as crianças vêm recebendo atualmente, principalmente em creche universitária. Tem como objetivo investigar a compreensão que as educadoras de creche têm acerca das manifestações da sexualidade de crianças de zero a três anos de idade. Considerando que as crianças pequenas manifestam sua sexualidade também no decorrer de seus contatos com tais adultos, abordamos, também, aspectos referentes à formação destes profissionais, especificamente na área da Educação Infantil, como também em um estudo mais aprofundado sobre educação sexual na infância. O desenvolvimento da sexualidade das crianças pequenas foi estudado sob o enfoque dos seguintes teóricos: Sigmund Freud, René Spitz, Jean Piaget e Lev Semenovich Vygotsky, que, com seus estudos contribuíram para explicar a evolução psíquica, afetiva e cognitiva de uma criança. Neste estudo foram entrevistadas oito educadoras de uma creche universitária, da cidade de Maringá-PR, utilizando como instrumento de coleta de dados uma entrevista semi-estruturada, com roteiro previamente estabelecido. A partir da análise das entrevistas foi possível verificar-se que, apesar das recentes informações sobre a sexualidade infantil, as educadoras apresentam dificuldades em educar seus alunos, principalmente pela não educação que tiveram enquanto crianças. / Abstract: This research happened because of the worries that were brought up by the work about sexual education developed in the university childcare center. The main objective of this study is to investigate the comprehension and knowledge that the childcare center educators have about sexuality of children from 0 to 3 years old. knowing that this children have sexual related behavior during their being with these adults, we also studied how these professionals were prepared, specially on their child education. The children's sexual behavior was studied under the theories of the following authors Sigmund Freud, Rene Spitz, Jean Piaget and Lev Semenovich Vygotsky, who also explained the Psychological, cognitive and affective development. In this paper eight child educators from the University of Maringa Childcare Center were interviewed in the city of Maringa-PR, using as means of data resource a semi-structured previously established schedule. From the interviews' analysis it was possible to see that, although the recent information about child sexuality, the educators had difficulties in educating the children of the childcare center, mostly because they weren't educated like that when they were children. / Mestre

No description available.

Raising a child with a pervasive developmental disorder (PDD), particularly that of Fragile X Syndrome (FXS), is challenging, as it comes with parental stressors for both mothers and fathers. Research on these stressors has been limited to only the stressors that mothers of children with a PDD experience and has failed to thoroughly examine the experiences and stressors of fathers of children with a PDD, particularly that of FXS. Using Hill's ABC-X family stress theory, this quantitative research study investigated the effects of marital satisfaction due to the amount of shared childcare responsibilities and parental stress among the mothers and fathers of children diagnosed with FXS. This study also examined whether significant differences exist among these parents, who were recruited through the use of flyers, notices, and handouts that were randomly passed out to parents at the FXS Alliance of Texas located in the southwest region of Texas. Participants for this study were 128 parents of children with FXS, each of whom completed a demographic questionnaire, the Kansas Marital Satisfaction Scale, and The Sharing of Childcare Responsibilities Scale and Parental Stress Level Scale. An independent samples t test and multiple linear regression statistical analysis was employed. The results of the study indicated that parental stress associated with the amount of shared childcare responsibilities accounted for a significant degree of the variance in marital satisfaction. Yet the study did not find a significant mean difference in the level of parental stress that was experienced uniquely across gender. Potential social changes may include future development and improvements in treatment, therapeutic approaches, and predicted outcomes in efforts to enhance parental stress interventions so as to improve stress-related outcomes for parents of children with FXS.

In the United States, over 10 million children under the age of 5, including half the infants and toddlers, spend time in the care of someone other than their parents. Changes in family roles and the need for dual-earner households make childcare decisions important for middle class millennial mothers. Research addressing middle class millennial mothers' experiences in choosing childcare for their infants and toddlers and their adjustment to family changes is limited. The purpose of this phenomenological study was to discover the lived experiences and decision-making processes of these mothers concerning childcare. The conceptual framework was informed by the theories of Bowlby, Bronfenbrenner, and Bandura. Interviews were conducted with 15 middle class mothers, who were 19 to 36 years old, who had a child between the ages of 6-18 months, and who had children in nonfamily care for at least 5 months. Participants from the northeastern states were recruited through social media. A combination of a priori and open coding was used to reveal emergent themes. Findings showed that the mothers balanced societal expectations and meeting their children's needs with self-gratification; also, additional financial resources were important to the participants. Emotional connections with caregivers and comfort level with the setting were the most influential elements in placement decisions. Each participant was content with her choice of childcare arrangement and confident that their children would benefit, both educationally and socioemotionally. These findings can inform early childhood practitioners of factors that contribute to mothers' decisions related to nonfamily childcare and can help educators provide millennial mothers with effective support and information systems.

Previous experiences with mathematics, particularly negative ones, can influence an individual’s attitudes toward mathematics. Children’s first experiences with mathematics are often in their childcare settings. Elementary teachers appear to have more mathematics anxiety than other professionals, but the level of mathematics anxiety among childcare providers is not known. The presence of mathematics anxiety correlates with lower teacher self-efficacy or the teacher’s belief of how effective he/she is in influencing a student’s learning. Grounded in Bandura’s theory of self-efficacy, this study examined the level of mathematics anxiety and teacher self-efficacy among 122 licensed Utah childcare providers in center and family home childcare. Providers responded to a survey assessing their attitudes about mathematics, feelings of teacher self-efficacy, frequency of developmentally appropriate mathematics and reading activities in the childcare program, and demographic information. Descriptive statistics, correlations, and one-way ANOVAs were calculated. Results indicate that the participants reported more favorable than anxious attitudes toward mathematics as well as moderately high feelings of teacher self-efficacy. There were no statistically significant differences in mathematics anxiety or teacher self-efficacy by the type of childcare provided, provider’s level of education, or years of experience. Results of the ANOVAs revealed that the best predictors of mathematics anxiety were provider attitudes toward reading/literacy as well as the number of developmentally appropriate mathematics and reading activities provided. As providers showed an increase in favorable attitudes toward reading/literacy, they also expressed less mathematics anxiety. This is the first study of its kind to assess these variables among childcare providers.

This research examines parents’ perceptions of quality on early childhood services as they support families in the care and education of children. Data were collected from parents of under school-aged children using interviews, questionnaires and focus groups. Data analysis has enabled a determination of: the link between parents’ perceptions of quality and early childhood professionals’ views as expressed in the literature; parents’ satisfaction with services and the evaluation processes used by them; opportunities available to parents to engage with service staff to influence the quality of the services provided; and parents’ knowledge and use of the information services provided by the National Childcare Accreditation Council to assist them in their decision making regarding early childhood services. Results showed that communication between parents and staff is problematic. An accretion model of communication is developed to enhance the quality of early childhood services by promoting shared understanding and values between parents and staff, enabling parents to take part in decision making and minimising perceptions of threat to staff’s professional integrity / University of Western Sydney