Global ETD Search

11	Eu gosto de brincar com os do meu tamanho!: culturas infantis e cultura escolar - entrelaçamentos para o pertencimento etário na instituição escolar Fernandes, Cinthia Votto January 2008 (has links) Este estudo consiste em uma pesquisa qualitativa cuja proposta foi investigar como as crianças, em suas interações, produzem significados em relação ao seu pertencimento a um grupo etário e com outro grupo de idade na instituição escolar, com o objetivo de evidenciar o que as crianças pensam e como são as suas relações na escola graduadas por idades, bem como as relações entre os grupos de crianças. Foram utilizadas as seguintes estratégias metodológicas: observações participantes e entrevistas coletivas. Participaram da pesquisa 29 crianças entre cinco e nove anos de idade da EI e do EF de uma mesma instituição escolar, situada no município de Porto Alegre. O estudo foi realizado com esses dois níveis de ensino, pois eles apresentam expectativas e finalidades educativas diferenciadas, podendo ocorrer dessemelhanças entre as formas como as crianças dos dois grupos vivem na escola, através das seguintes categorias: o tempo e o espaço escolar, as práticas adultocêntricas, os rituais e significados sociais em relação à idade, o brincar e as possibilidades de relação entre os grupos, as diferenciações etárias entre as crianças, protagonismos destas e o grupo etário enquanto um sub-geração. São apresentados os significados construídos pelas crianças frente ao pertencimento etário, as práticas diferenciadas dos grupos pela determinação espaçotemporal da escola, juntamente com os estatutos que elas recebem em cada nível de ensino, os protagonismos que as crianças realizam para garantir na escola as culturas infantis e a problematização da idade como o fator que forma uma sub-geração. / This study consists in a qualitative research whose proposal was to investigate how children, in their interactions, give meanings in relation to their belonging to an age group and to other age groups, in school institution, intending to highlight what children think and how are their relationships in a school graded by ages as well how are relationships among groups of children. The following methodological strategies were used: participant observations and collective interviews. Participated of the research 29 (twenty-nine) children between 5 (five) and 9 (nine) years old from CS (Child School) and from BE (Basic Education) of the same school institution, located in Porto Alegre City. The study was made with these two levels of the knowledge process since they present different expectations and educational ends. It can occur dissimilarities between the ways how children of both groups live in school, through the following categories: the time and the school space, the adult centered practices, the rituals and the social meanings in relation to the age, the playing, and the possibilities of relationship among the groups, the age differentiations among children, their protagonisms and the age group while a sub generation. The meaning created by children are presented considering the age belonging, the different practices of the groups determined by the space-time of school as well the statutes they receive in every level of teaching, the protagonisms children perform to guarantee, in school, the child cultures and the problematization of the age as the factor that forms a sub generation. Educação infantil Cultura : Escola Cultura Criança Child Interaction Child-school relationship Time Space School School culture Children's culture
12	Smrt a rituály se smrtí spojené v současné společnosti ve vnímání žáků 1. stupně ZŠ. / Death and rituals associated with death of children at elementary school a in present-day society. PETRÁŠKOVÁ, Věra January 2015 (has links) This thesis deals with the view of death in current society in ČR. The first part of the thesis defines the concept of death which touches our lives. It examines death from the point of view of sociology, psychology and theology. The second part is dedicated to meeting children with death in their life and is focused on possibilities to meet with the topic of death in school education. The third part follows up with rituals which help us to go through certain situations together. The final fourth part shows us results of quantitative research in the understanding of death in children of younger school age.
13	Diagnostika školní zralosti / Diagnosing school maturity Šachová, Jana January 2015 (has links) Annotation: Thesis characterizes contemporary nursery and basic school, direct basic methods and forms mutual cooperation these institutions and points out how to facilitate children the transition from pre-school to primary education. The methods which have used are method of observation and the structured interview. Observation was carried out on the selected nursery and basic schools. Interviews were realized with directors or executives these institutions and with experts from pedagogical- psychological counseling. The aim of the thesis was to find out how take place school enrollment in the current elementary schools, how the students are successful/unsuccessful, what are the most common reasons for postponements schooling. Thesis also shows that preschool children are able in a relatively short period of time of great expansion capability. Another aim was to determine the forms and methods of cooperation of individual nursery and primary schools. Work also points to the possible difficulties of children in nursery or later difficulties at the beginning of schooling. Work also points to the possible difficulties of children in nursery or later difficulties at the beginning of schooling. The work also highlights the awareness of parents and children regarding suspension of school attendance.
14	Názory rodičovské a pedagogické veřejnosti na odklad školní docházky / Opinions of parental and pedagogical public on school attendance postponement Holá, Michaela January 2017 (has links) The Diploma thesis concerns with an issue of school attendance postponement. The theoretical part focuses on the issue of school maturity and readiness and analyses the period of child transition from a kindergarten to a primary school and the relatively high percentage of school attendance postponement. The practical part was carried out in form of a survey with three groups of respondents - parents, kindergarten teachers and primary school teachers. The aim of this part was to assess the position of parental public toward the school attendance postponement and possible children's preparation for future entry into the compulsory education. In case of the pedagogical public the central theme was a comparison of the kindergarten and primary school teachers' positions on the identical topic associated with a comparison of the most common reasons given in connection with school attendance postponement. This part was completed with a child case report of two preschool children for who the issue of granting the school attendance postponement was very current. The research carried out suggests that all groups of respondents agree with the compulsory school attendance postponement but only under the assumption that this postponement is justified. Otherwise, their positions were not as unambiguous. The...
15	Rozvoj dětí ze sociálně znevýhodněného prostředí pomocí nástroje SMART / Development of children from the families with low socio-economic background with the help of Smart tool Mazánková, Eva January 2020 (has links) This thesis focuses on the use of information technologies (ICT) in the development of children from families with low socio-economic background, specifically on the use of the Smart application. The theoretical part of the thesis discusses the specificity of the pre-school age from the perspectives of developmental psychology and social pedagogy. These disciplines are used to define the optimal characteristics and competencies necessary for school readiness. Next, specific aspects of school readiness and factors influencing this readiness are discussed. Relatedly, the specificities of upbringing in socially disadvantaged families and their impacts on child development are explored. In the following chapter, information technologies and their effects on child development are thoroughly discussed. The application Smart is then introduced, which is a specific tool designed to support the development of school readiness. The Smart application is then used in the empirical part of the thesis. Finally, at the end of the theoretical part, the diagnostic instrument Isophi is described. This instrument was used to evaluate the children participating in my research. The empirical part of the thesis describes a multiple case study of the development of children from families with low socio-economic...
16	Husen under bron Förskola : Houses Under the Bridge Kindergarden Li, Rui-Xin January 2014 (has links) Kindergarden - How can we create different synergies between different fields that they can benefit from each other? What different activities will suit the kindergarden? How will our perception of the kindergarden, of its need and function in society, change? In this Degree Project in Architecture I will be investigating the combination of the kindergarden together with a restaurant and a dance studio. I believe these activities will harmonize since they have overlapping benefits: We all eat, move and grow. With the new architectural activities in mind, I will further investigate the importance of the kindergarden as a part of society, more specifically our perception of what function it may, may not or could fill. I share the idea with a lot of authors, scientist that we are headed toward a society where children are kept too safe, thus minimising their chance to experience and learn to cope with a harsh reality when they grow up as adults. It's ok to get hurt to an extent, as long as they do not endanger their lives. Architecture Arkitektur
17	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998
18	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998

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