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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Paternal involvement in the education of children how fathers communicated with their sons about the value of education /

Wortham, Argentina Roscoe, Reifel, Robert Stuart, Romo, Harriett, January 2005 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisors: Stuart Reifel and Harriett D. Romo. Vita. Includes bibliographical references.
2

Development of an educational program for the schoolage diabetic utilizing Orem's self-care theory

Schry, Jolene Marie. January 1982 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1982 / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 46).
3

Fathers' involvement in their young children's everyday life: a look at father's involvement in his preschool child's physical, social, cognitive, and emotional development /

Yanakieva, Elena R., January 2004 (has links)
Thesis (M.S.) in Human Development--University of Maine, 2004. / Includes vita. Includes bibliographical references (leaves 58-59).
4

Atividade na pré-escola: concepções teóricas e prática docente

Reis, Joana Angélica Bernardo de Oliveira [UNESP] 28 March 2008 (has links) (PDF)
Made available in DSpace on 2014-06-11T19:25:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-28Bitstream added on 2014-06-13T19:33:05Z : No. of bitstreams: 1 reis_jabo_me_prud.pdf: 826101 bytes, checksum: bbbb8ee8a1f89ecb73da8b398845d2be (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A Educação Infantil, no Brasil, recebeu influência de teóricos que apontaram a importância da ação como instrumento essencial para aprender, idéia sistematizada e comprovada cientificamente por Piaget e que fundamenta concepções, práticas pedagógicas e cursos de formação de professores. Assim, o presente trabalho, vinculado a linha de pesquisa Práticas Educativas e Formação de Professores do programa de pós-graduação em Educação da UNESP/Presidente Prudente, visa a descrever e analisar os tipos de atividades presentes nas práticas pedagógicas desenvolvidas com crianças de 4 a 6 anos e suas implicações para repensar o trabalho e a formação docente. Para isso, foram aplicados questionários com as exalunas do curso de Habilitação para o Magistério em Educação Infantil, formadas entre 2001 e 2005; também foram realizadas entrevistas e observações nos agrupamentos sob a responsabilidade de três delas, atuantes como efetivas no município de Presidente Prudente. As análises sobre os tipos de atividades constantes na prática pedagógica foram feitas a partir da distinção atividade funcional, auto-estruturante, efetuação e escuta, utilizadas por Coll (1994), em seu trabalho baseado nas idéias de Piaget e Claparède. Para análise da formação inicial, empregamos as Diretrizes Curriculares Nacionais para Educação Infantil (DCNEI), os Referenciais Curriculares para Educação Infantil (RCNEI) e a Proposta Curricular do Curso de Pedagogia e Habilitação para Educação Infantil da UNESP de Presidente Prudente. Os resultados obtidos demonstram, com relação ao tipo de atividade, que duas ex-alunas privilegiam, em suas práticas, atividades de efetuação, embora em alguns momentos potencializem a ação e a estruturação das ações pelas crianças. Apenas uma prioriza a ação como instrumento essencial para aprender... / The brazilian child’s education received influence from theorics that showed the importance of the action as an essential instrument to learn an idea that justify conceptions, pedagogical practices and courses of teacher formation, that was scientifically proven by Piaget. Based in their ideas, this project has the intention to describe and examine the types of pedagogical practices developed in children from 4 to 6 years old, giving the implications to rethink the project and the teaching formation. To do that, related with Educated Practices search and Teachers from Pos-Graduation Program in Education in UNESP/Presidente Prudente, a survey was made from a Specific Licensing Course for teaching and child’s education, in those who graduated between 2001 and 2005. Also they had meetings and interviews where observations were made under the supervision of three of city officials in Presidente Prudente. The examination about the types of activities inserted in this pedagogical practice was made based in the following distinction: functional activity, self-structuring, effectuation and listening, used by Coll (1994) in his project based in the Piaget and Claparede`s ideas. To review the initial formation that was used in the National Curricular Guidelines for Child Education (DCNEI), the Curricular Reference for Child Education (RCNEI) and the Curricular Proposal from Pedagogy and Liscense course for Child Education from UNESP, Presidente Prudente. The obtained results show, in relation to the type of activity, that two grad-students have in their practices, effectuation`s activity, however in some moments they emphasize the action and the structuring of the actions by children. Only one of those emphasize the action as an essential instrument to learn, because the pratice aims to attract the interest and the necessity of the children... (Complete absract click electronic access below)
5

Instituições de educação infantil: lugar onde filantropia e direitos se encontram?

Chahine, Marien Abou [UNESP] 03 March 2006 (has links) (PDF)
Made available in DSpace on 2014-06-11T19:29:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-03-03Bitstream added on 2014-06-13T18:58:26Z : No. of bitstreams: 1 chahine_ma_me_assis.pdf: 328441 bytes, checksum: 6fd037c9920260ef415fd0ffae9c1ff0 (MD5) / Este trabalho versa sobre a questão do atendimento infantil em instituições filantrópicas. Faz um percurso sobre a história destas instituições no Brasil, a concepção de infância que permeia sua existência e a forma de atendimento oferecida. Apresenta as mudanças na legislação e os movimentos sociais que impulsionaram tais transformações. Delimita seu objeto, constituindo-se em um estudo de caso de uma instituição filantrópica de atendimento da cidade de Londrina, Estado do Paraná. Apresenta o contexto histórico social da cidade e suas instituições de atendimento assistenciais, privilegiando as de atendimento à infância; também apresenta as adequações à legislação, no que se refere à transição da responsabilidade sobre as instituições do âmbito da Secretaria de Assistência para a da Educação, assim como as transformações nas instituições de acordo com as novas exigências legais. Define como objetivo investigar a motivação das pessoas envolvidas com o atendimento filantrópico nesta instituição, bem como sua concepção de infância e educação. Utiliza a metodologia qualitativa e o referencial sócio-histórico construcionista, sendo os instrumentos de coleta de dados: conversas, observações, participação no cotidiano, entrevistas semi-dirigidas e apreciação de documentos. Constata que a educação infantil no município é constituída predominantemente por instituições filantrópicas, que apresentam dificuldades em termos de recursos financeiros e de apoio funcional do poder público no que tange a orientação pedagógica, capacitação de profissionais e materiais de trabalho. Constata também que o principal motivador da existência da instituição pesquisada é o religioso, seguido da insuficiência de serviços públicos de atendimento... / This work discusses the issue of child assistance in philanthropic institutions. It gives an overview about the history of such institutions in Brazil, the concept if childhood that underlies their existence and the form of assistance given. It presents the changes in the legislation and the social movements that fostered such transformations. Its focus is a study case of a philanthropic assistance institution in the city of Londrina, state of Paraná. It presents the social-historical context of the city and its assistance institutions, concentrating on those which provide assistance to children. Also, it presents the changes in the legislation regarding the shift of responsibility from the Secretariat of Assistance to the Secretariat of Education, as well as the transformations in the institutions according to the new legal demands. The work defines as its object of study to investigate the motivation of the people involved with philanthropic assistance in that institution and their concept of childhood and education. It uses qualitative methodology and a socio-historical constructivist framework. The following instruments were used to collect data: talks, observations, daily participation, semi-structured interviews and document analysis. The work verifies that child education in the city constitutes predominantly of philanthropic institutions which have difficulties regarding financial resources and functional support from the public sector as far as pedagogic orientation, professional qualification and work resources are concerned. It also verifies that the main motivating factor for the existence of the institution under study is religious, followed by the inadequacy of public assistance services... (Complete abstract, click electronic access below)
6

Facilitating parent and child play : an examination of a home and school intervention.

Swift, Deanna J. January 2005 (has links)
Thesis (Ph. D.)--University of Toronto, 2005.
7

Modlitba v katechezi a v náboženské výchově dětí předškolního věku / Education believers preschool children to pray

Ševčíková, Markéta January 2016 (has links)
This thesis is focused on upbringing the Christian children in the preschool age to prayer. We will recall the essence of the Christian faith and the way faith of a child awakens and develops, along with the progression of its ideas about God. With the help of the psychology of religion we will try to discuss the mental development of a child according to P. Říčan, M. Vágnerová, followed by E. H. Erikson's theory and we will consider "the stages of faith" of a child by J. W. Fowler. Then we will focus on the child's images and experiences with God in the context of prayer, as it is presented by some authors, such as K. Tilmann, S. Cavalletto and Ch. Ponsard. In the next part we will deal with upbringing a child to prayer. There we will mention the key concepts, which are prayer, the Christian faith, as a well as parish, family and catholic kindergarten as the preferred places of education of children to the prayer. In the final part, we will try to outline practical recommendations for upbringing children to the prayer. Keywords prayer, catechesis, faith, child education, family, parish, personality development Powered by TCPDF (www.tcpdf.org)
8

Povědomí dívek a chlapců vybraných středních škol o povinnostech plynoucích jim z rodinného práva / Awareness of girls' and boys' attending selected secondary colleges of their obligations resulting from family law

Kučerová, Alena January 2015 (has links)
This research study is focused on the awareness of adolescents on the child's duties which they stemming from a Czech family law. The main goal is, using of analysis of individual provisions of the legislation of the child's duties in the Act No. 89/2012 Coll., Civil Code, to determine the awareness of adolescent about these duties. Intermediate objectives is to determine whether the duties according to their opinion, fulfils in practice, the acquired data to compare and submit proposal for a teaching of this issue, including the design of its incorporation in school education programmes in selected schools. The survey is carried out among 120 sixteen - eighteen year-old students' of the Business Academy and Secondary technical school in Prague, in the form of empirical investigation quantitative method, questionnaire survey in written. Stems from him, that although teens do not have awareness of the duties, an obligation in practice performs. Comparison of the results of the investigation then showed that the obtained data from the selected schools were, at the 5% level, found statistically significant differences. In conclusion is designed the project of teaching in this field, as an extension of the curriculum on Rights of the Child, including its incorporation into school study programs...
9

A construção da representação docente e a função do professor de educação infantil : elementos para reflexão /

Dias, Adriana Marques Guimarães. January 2006 (has links)
Orientador: Edson do Carmo Inforsato / Resumo: O objetivo dessa pesquisa é investigar a imagem docente de uma grupo de professores que atuam em uma pré-escola e a partir disso verificar como se configura a função desses docentes no contexto educativo. Para tanto, utilizou-se a perspectiva da Representação Social e alguns instrumentos de pesquisa, como a entrevista estruturada e semi-estruturada e a observação participante, visando a coleta e análise qualitativa dos dados. A imagem docente que prevaleceu foi a do professor missionário, já que ele acumula a função de mãe ou outro adulto da família, de um profissional liberal que possa atender às necessidades emocionais da criança, como o psicólogo e também do professor que oferece o conhecimento escolar. Essas funções se manifestaram nas concepções de educação que historicamente se constituíram nesse nível de ensino. A interpretação dos dados revelou que os professores possuem uma visão Assistencialista de Educação Infantil, na qual há uma dicotomia entre o cuidar, que é responsabilidade da creche e da família e o educar da pré-escola. O tipo de metodologia que predominou caracterizou-se por atividades 'escolarizantes', que tinham como objetivo oferecer aos alunos os conteúdos escolares tradicionais (ler, escrever e contar), além dos conhecimentos da área de Ciências Naturais e de História e Geografia, revelando uma intenção pedagógica de cunho propedêutico. Esse contexto gerou uma separação entre o cuidar e o educar, fragmentando o tratamento dispensado ao currículo, descaracterizando a função docente nesse nível educativo. Espera-se que essa pesquisa propicie uma reflexão sobre o fazer docente da Educação Infantil, colaborando para se efetivar uma função social e a identidade desse nível educativo e de seus professores. / Abstract: The aim of this study is to investigating the teacherþs image shared by a group of teachers working in a pre-school and use this data to examine the roles these professionals perform in their teaching context. To reach this goal, the perspective of Social Representation Theory was used along with some instruments for data collection and qualitative analysis, such as: semi-structured interviews and participant observation. The most prevailing image was that of a "missionary" teacher, who accumulates the functions of a mother (or any other adult in the family), a professional who serves the emotional needs of the child (like a psychologist) and, also, a teacher (who offers school knowledge). These functions are all present in the conceptions of pre-school education that were historically built. The data analysis showed that these teachers have a social services view of Children Education in which it was observed a dual function: caring (that is the family or the nursery function) and educating (that is the pre-school function). Methodological procedures included schooling activities which were designed to offer students some traditional school contents (like reading, writing and telling) as well as some knowledge in Sciences, History and Geography, what uncovers a pedagogical intention with a propedeutical aspect. This context generated a distinction between caring and educating, causing a fragmentation of curriculum treatment and changing the characteristics of teacherþs role. It is expected that this study provides opportunities for a reflection on teacherþs practice at Child Education and helps teachers working at this school grade to validate their social role and their identity. / Mestre
10

Atividade na pré-escola : concepções teóricas e prática docente /

Reis, Joana Angélica Bernardo de Oliveira. January 2008 (has links)
Orientador: Gilza Maria Zauhy Garms / Banca: Leny Rodrigues Martins Teixeira / Banca: Elizabeth da Silva Gelli / Resumo: A Educação Infantil, no Brasil, recebeu influência de teóricos que apontaram a importância da ação como instrumento essencial para aprender, idéia sistematizada e comprovada cientificamente por Piaget e que fundamenta concepções, práticas pedagógicas e cursos de formação de professores. Assim, o presente trabalho, vinculado a linha de pesquisa Práticas Educativas e Formação de Professores do programa de pós-graduação em Educação da UNESP/Presidente Prudente, visa a descrever e analisar os tipos de atividades presentes nas práticas pedagógicas desenvolvidas com crianças de 4 a 6 anos e suas implicações para repensar o trabalho e a formação docente. Para isso, foram aplicados questionários com as exalunas do curso de Habilitação para o Magistério em Educação Infantil, formadas entre 2001 e 2005; também foram realizadas entrevistas e observações nos agrupamentos sob a responsabilidade de três delas, atuantes como efetivas no município de Presidente Prudente. As análises sobre os tipos de atividades constantes na prática pedagógica foram feitas a partir da distinção atividade funcional, auto-estruturante, efetuação e escuta, utilizadas por Coll (1994), em seu trabalho baseado nas idéias de Piaget e Claparède. Para análise da formação inicial, empregamos as Diretrizes Curriculares Nacionais para Educação Infantil (DCNEI), os Referenciais Curriculares para Educação Infantil (RCNEI) e a Proposta Curricular do Curso de Pedagogia e Habilitação para Educação Infantil da UNESP de Presidente Prudente. Os resultados obtidos demonstram, com relação ao tipo de atividade, que duas ex-alunas privilegiam, em suas práticas, atividades de efetuação, embora em alguns momentos potencializem a ação e a estruturação das ações pelas crianças. Apenas uma prioriza a ação como instrumento essencial para aprender... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The brazilian child's education received influence from theorics that showed the importance of the action as an essential instrument to learn an idea that justify conceptions, pedagogical practices and courses of teacher formation, that was scientifically proven by Piaget. Based in their ideas, this project has the intention to describe and examine the types of pedagogical practices developed in children from 4 to 6 years old, giving the implications to rethink the project and the teaching formation. To do that, related with Educated Practices search and Teachers from Pos-Graduation Program in Education in UNESP/Presidente Prudente, a survey was made from a Specific Licensing Course for teaching and child's education, in those who graduated between 2001 and 2005. Also they had meetings and interviews where observations were made under the supervision of three of city officials in Presidente Prudente. The examination about the types of activities inserted in this pedagogical practice was made based in the following distinction: functional activity, self-structuring, effectuation and listening, used by Coll (1994) in his project based in the Piaget and Claparede's ideas. To review the initial formation that was used in the National Curricular Guidelines for Child Education (DCNEI), the Curricular Reference for Child Education (RCNEI) and the Curricular Proposal from Pedagogy and Liscense course for Child Education from UNESP, Presidente Prudente. The obtained results show, in relation to the type of activity, that two grad-students have in their practices, effectuation's activity, however in some moments they emphasize the action and the structuring of the actions by children. Only one of those emphasize the action as an essential instrument to learn, because the pratice aims to attract the interest and the necessity of the children... (Complete absract click electronic access below) / Mestre

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