The aim of this study is to analyze and evaluate care services for preschool children in the Czech Republic from the perspective of a demographer. The first part is concerned with theory relating to this issue. This development of preschool education in this country with an emphasis on the period after 1990 . In the next section participation in preschool education in the districts of the Czech Republic is analyzed. As a part of analysis an international comparison is also made with selected European Union countries. A survey was carried about using a questionnaire, the results of which became an importance source helping to describe and, in some cases, illustrate the current situation in and around Prague. The final part outlines the possible future development in the numbers of children and the resulting interest in preschool care. To address the problems related to the return of women to the workplace (labor market) after maternity leave, the number of children are estimated and grouped according to the levels of education of the women.

Orientador: Irene Sales de Souza / Resumo: Esta pesquisa teve como objetivo geral, propor e operacionalizar ações no sentido de provocar reflexões e mudanças na posição do sujeito educador no trabalho do ensinar e aprender de um grupo de 72 agentes educacionais, de 15 creches de Franca, e melhorar a qualidade de vida destes e das crianças. Também buscou analisar as repercussões sob a ótica das agentes educacionais durante e após a realização do Projeto Solidariedade: a creche como espaço de sociabilização. Trata-se de uma pesquisa-ação que seguiu a perspectiva de análise quanti-qualitativa. A coleta de dados e informações foi efetivada através de entrevistas semi-dirigidas, dinâmicas de grupo, questionários semi-estruturados, observações, desenhos acompanhados de explicações elucidativas sobre seus significados e formulários. Para a análise qualitativa utilizamos a análise do discurso. Esta pesquisa-ação trouxe novas perspectivas na vida pessoal e no trabalho das agentes educacionais na educação com crianças de zero a sete anos: 1) A escuta diferenciada, atendendo à singularidade de cada uma foi valiosa para melhorar a auto-estima das agentes educacionais e seus trabalhos na educação com as crianças, possibilitando a criação de um espaço onde as crianças puderam falar de seus desejos e anseios, acalmando-as e facilitando a aprendizagem. 2) As agentes educacionais reconheceram a importância do trabalho de equipe multiprofissional e interdisciplinar na visão bio-psico-social da organização da criança e de seu papel nesta estruturação. 3) As agentes educacionais observaram melhoras nos relacionamentos familiares, com as colegas de trabalho, com as coordenadoras e com os familiares das crianças nas creches. Constatamos que a classe é mal remunerada, tem uma formação profissional insuficiente, ...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The general target of this paper is to propose and to perform actions aiming to arouse reflections and attitude changes of the educator in the work of teaching and learning of a group of 72 educational agents, of 15 day nurseries from Franca, and to improve their and the children quality of living. It has also targeted to analyse the repercussion under the point of view of the educational agents during and after the performance of the Solidarity Project: the day nursery as a socialization space. In fact it is a research-action that followed the perspective of quanti-qualitative analysis. The data collection and information was done through semi-directed interviews, group dynamics, semi-structured questionnaires, observations, draws followed by elucidative explanations about their meanings and forms. The speech analysis was used for the qualitative analysis. This research-action brought new perspectives for the personal and professional life of the educational agents in the eucational process with children aged from zero to seven years: 1) The distinct listening, in compliance with the peculiarity of each one of them was worthy to improve the self-esteem of the educational agents and their educational labour with the children, making possible the creation of a space where the children could speak of their wishes and longings making them calmer and the learning process easier. 2) The educational agents recognized the importance of the multiprofessional and interdisciplinary team work in the bio-psycho-social view of the organization of the child and her role in this structuration. 3)The educational agents noticed improvements in the familiar relationships, with the workmates, with the coordinators and with families of the day nursery children. We verified that the category earn low salaries,...(Complete abstract, click electronic access below) / Doutor

Made available in DSpace on 2014-06-11T19:35:14Z (GMT). No. of bitstreams: 0 Previous issue date: 2004Bitstream added on 2014-06-13T20:46:22Z : No. of bitstreams: 1 patti_eamr_dr_fran.pdf: 635158 bytes, checksum: 92f3964d6b04990e780a8b96fe567224 (MD5) / Universidade Estadual Paulista (UNESP) / Esta pesquisa teve como objetivo geral, propor e operacionalizar ações no sentido de provocar reflexões e mudanças na posição do sujeito educador no trabalho do ensinar e aprender de um grupo de 72 agentes educacionais, de 15 creches de Franca, e melhorar a qualidade de vida destes e das crianças. Também buscou analisar as repercussões sob a ótica das agentes educacionais durante e após a realização do Projeto Solidariedade: a creche como espaço de sociabilização. Trata-se de uma pesquisa-ação que seguiu a perspectiva de análise quanti-qualitativa. A coleta de dados e informações foi efetivada através de entrevistas semi-dirigidas, dinâmicas de grupo, questionários semi-estruturados, observações, desenhos acompanhados de explicações elucidativas sobre seus significados e formulários. Para a análise qualitativa utilizamos a análise do discurso. Esta pesquisa-ação trouxe novas perspectivas na vida pessoal e no trabalho das agentes educacionais na educação com crianças de zero a sete anos: 1) A escuta diferenciada, atendendo à singularidade de cada uma foi valiosa para melhorar a auto-estima das agentes educacionais e seus trabalhos na educação com as crianças, possibilitando a criação de um espaço onde as crianças puderam falar de seus desejos e anseios, acalmando-as e facilitando a aprendizagem. 2) As agentes educacionais reconheceram a importância do trabalho de equipe multiprofissional e interdisciplinar na visão bio-psico-social da organização da criança e de seu papel nesta estruturação. 3) As agentes educacionais observaram melhoras nos relacionamentos familiares, com as colegas de trabalho, com as coordenadoras e com os familiares das crianças nas creches. Constatamos que a classe é mal remunerada, tem uma formação profissional insuficiente,... / The general target of this paper is to propose and to perform actions aiming to arouse reflections and attitude changes of the educator in the work of teaching and learning of a group of 72 educational agents, of 15 day nurseries from Franca, and to improve their and the children quality of living. It has also targeted to analyse the repercussion under the point of view of the educational agents during and after the performance of the Solidarity Project: the day nursery as a socialization space. In fact it is a research-action that followed the perspective of quanti-qualitative analysis. The data collection and information was done through semi-directed interviews, group dynamics, semi-structured questionnaires, observations, draws followed by elucidative explanations about their meanings and forms. The speech analysis was used for the qualitative analysis. This research-action brought new perspectives for the personal and professional life of the educational agents in the eucational process with children aged from zero to seven years: 1) The distinct listening, in compliance with the peculiarity of each one of them was worthy to improve the self-esteem of the educational agents and their educational labour with the children, making possible the creation of a space where the children could speak of their wishes and longings making them calmer and the learning process easier. 2) The educational agents recognized the importance of the multiprofessional and interdisciplinary team work in the bio-psycho-social view of the organization of the child and her role in this structuration. 3)The educational agents noticed improvements in the familiar relationships, with the workmates, with the coordinators and with families of the day nursery children. We verified that the category earn low salaries,...(Complete abstract, click electronic access below)

Dans la vie sociale, les besoins sont regardés comme un préalable nécessaire à la définition d’un projet ou à la création d’un service. Pourtant s’ils apparaissent évidents, naturels, ils sont l’objet d’une construction sociale. Cette recherche se propose d’étudier le processus de fabrication des besoins sociaux dans la politique d’accueil des jeunes enfants en France en partant des questions suivantes : comment les besoins adviennent-ils sur la scène publique, dans quelle mesure sont-ils pris en considération, comment sont-ils exprimés ? Trois déterminants des besoins ont été au cœur de l’analyse : le politique, l’individu et le marché. Nous avons montré que les besoins sociaux reçoivent plusieurs formes de « mise en visibilité » pour exister publiquement mais que cette politisation aboutit partiellement à les faire reconnaître comme un vrai problème. Par ailleurs, la reconnaissance des besoins sociaux passe par leur transformation en une « demande sociale ». Dans le secteur de la petite enfance, cette expression est rendue difficile parce que la photographie des besoins qui ressort des enquêtes est très hétérogène, mais aussi en raison de l’existence d’une non-demande (le non-recours au service), et à cause des situations « d’imprévisibilité » dans lesquelles se trouvent les parents par rapport à leur mode d’accueil. Enfin, les besoins sont étroitement liés à ceux qui les couvrent. Dans le cadre du nouveau marché des crèches d’entreprise, un déplacement s’opère : les besoins des familles sont mis en arrière-plan au profit de ceux des entreprises et des collectivités financeurs et potentiels clients des services. Ceci étant, les entreprises de crèches continuent à faire exister les besoins des familles, autrement, de manière plus quantitative, notamment par les plates-formes de réservation de places et par la promotion de deux figures du parent, celle du « salarié-parent » et celle du « parent-prospect ». / In social life, needs are considered as a necessary prerequisite to the definition of a project or the creation of a service. Though they seem obvious and natural, they result from a social construction. This research sets out to study the making process of social needs regarding child care policy in France from the following questions : how do needs arise on public scene, to what extent are they taken into consideration, how are they expressed ? Three determinative were at the heart of our analysis : politics, market and the individual. We have shown that social needs acknowledge several forms of “visibiliting” so as to exist on public scene but that actually this politicization partially succeeds in making them recognize as a real problem. On the other hand, the recognition of social needs goes through their transformation into one social request. In child care field, this expression turns out to be difficult, because the picture of the needs which emerge from surveys is very heterogeneous, owing to the existence of no-requesting (no-resorting to services), because of some situations of “unpredictability” in which parents cope with child minding. Finally, needs are closely linked to those who cover them. Within the context of the firm child care centres’ new market, a transfer has occurred : families’ needs have been relegated to the background to the profit of the firms and local communities’ ones :services’ financing and potential customers. Yet, market continues making families ‘ needs exist but differently, in a more quantitative way, in particular through child care centres’ websites and also by the promotion of both new faces of the parent : “salaried-parent” and “prospect-parent”.

The thesis concerns with the issue of harmonization of a family life with work duties of parents of children up to the age of 3 years in Czech Republic. Theoretical part focuses on the difficulties, which come with and which complicate the harmonization, on the supportive arrangements in the family and workplace that help the harmonization; it deals with the role of state and employers in this domain. Furthermore it describes the system of services in daycare for the youngest children with the accent on the problems of day nursery. It presents current modern day nurseries and rebuts arguments which doubt the reason of their existence. Practical part of the thesis consists of description and analysis of a research inquiry which was made among the parents that decided to put their children into day nursery. Target of the inquiry was to find out which reasons led parents to the use of this particular childcare service form, what moved them to choose public institutional facility and not another form of care that would enable them to ensure childcare in their home.

This dissertation contributes to the study of educational change and the conditions thereof. During the second half of the 19th and first half of the 20th centuries, Swedish early care and education (ECE) programs underwent a comprehensive transformation as formal instruction was supplanted by early childhood education. My analysis of this transformation utilizes a comparatively long time-frame, an organizational historical perspective, and archival material from 44 ECE societies. It focuses on three types of ECE programs: infant schools, day nurseries, and kindergartens. Since philanthropic societies organized such programs, this study’s results are also of interest to the history of philanthropy. Early childhood education was established through a selection and adaptation process in which existing ECE programs were closed or changed as new ones were established. My investigation demonstrates that this occurred on the basis of the conditions in which individual ECE programs operated. Factors that stand out in this regard are the debate concerning infant schools, the funding of ECE programs, and the expansion of the mandatory elementary education system, together with changes in the dissemination of ideas about education and the establishment of municipal regulations. How these conditions contributed to educational change constitutes the substance of the dissertation. The results of this dissertation deepen our knowledge of the finances of ECE programs, their organizational niche, and their relations with municipal authorities. This study questions the significance for educational change within these programs that has been attributed to the growth of a romantic conception of childhood. It provides a new picture of the role of the kindergarten movement in this regard and ascribes to day nurseries a previously unobserved role in educational change. This dissertation thereby contributes to a revision of recurrent assumptions concerning educational change and of the connection between such change and general societal or ideological structures.

The thesis is focused on the current possibilities of day care for children under three years and a deeper analysis of educational programmes supporting the development of children aged between two and three years in the capital city of Prague. The theoretical part summarizes the child care options in this age group, in terms of past and current offers in the Czech Republic, and covers the system of early intervention in selected European countries. With regard to the research objective, the work focuses on the child's needs, specific developmental areas and related educational programs that promote the development of the child's personality. For research, qualitative and quantitative methods are used - the methods of observation and questionnaires. The research is an analysis of the availability of interactive programmes for children, but also the potential of teachers to participate in the preparation, implementation and content of the programmes with regard to their experience and knowledge gained in working with young children. The research shows quite a wide selection of Czech and foreign programmes that aim to provide incentives for children to develop their abilities, skills and interests and enable the first steps toward socialization and adaptation to the new environment. The content of...