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Thesis advisor: Rebekah L. Coley / Children moving from early education programs into elementary schools face a critical transition, making it important for both systems to coordinate to better serve our youngest children. Yet, there is limited research on coordination around the transition to school. The objectives of this dissertation were to: 1) describe the coordination efforts used by Head Start programs to smooth children’s transitions to kindergarten, 2) examine the association between coordination and children’s outcomes in kindergarten, 3) test whether there is an interaction between Head Start coordination efforts and elementary school-based transition practices, 4) test interactions between coordination and child/family characteristics, and 5) understand the benefits and challenges to coordinating across systems. This study included two phases. Phase I examined coordination efforts between Head Start programs and elementary schools in a nationally representative sample of Head Start children (N=2,019). Findings suggest that Head Start programs are engaging in a variety of activities to coordinate with elementary schools. Results of regression analyses found that coordination was positively related to children’s language and mathematics skills in kindergarten for children enrolled in elementary schools engaging in limited activities to support the transition to school. Phase II involved interviews with sixteen Head Start directors. Results showed multiple ways they coordinate with elementary schools to share information about individual children and general program practices, as well as the ways they serve as a bridge between families and elementary schools. Findings suggest that coordination may benefit children through improved practices by Head Start and elementary schools, as well as increases in parental readiness and involvement.Overall this study shows that Head Start programs are engaging in multiple activities to coordinate with elementary schools. Although direct relationships between coordination practices and child outcomes were limited, interviews with Head Start directors pointed to indirect pathways by which coordination efforts may benefit children. These findings suggest the importance of coordination practices, and stress the need for additional research to explore these pathways. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A pesquisa qualitativa aqui apresentada focaliza o processo de elaboração do conhecimento de professoras de Educação Infantil, enfatizando o saber fazer e saber explicar porque faz. Identifica o erro como uma questão relevante para compreender o saber docente, uma vez que se trata de um conceito chave na teoria construtivista, indicada como referencial de muitas propostas pedagógicas da Educação Infantil. A análise das concepções das professoras e dos processos de elaboração de saberes práticos se fez com base no campo de pesquisa sobre saber docente. Para discussão e análise do que é conhecimento e erro, assim como de que forma a educação tem participado do processo de aquisição de conhecimento, a Educação em Ciências, numa perspectiva construtivista, é reconhecida como campo de estudo privilegiado. A compreensão do lugar do erro na construção do conhecimento é fundamentada nos estudos piagetianos e ampliada com as discussões de Vygotsky sobre a formação dos conceitos. Na análise da Educação Infantil são identificados diferentes modelos educacionais presentes nas propostas formais como as Diretrizes Curriculares Nacionais para a Educação Infantil e o Referencial Curricular Nacional para a Educação Infantil -, e também nas práticas cotidianas dos fazeres docentes. Os dados empíricos da pesquisa resultaram de material coletado através de questionário e registro em Diário de Bordo e Vídeo-Gravação de dez encontros com professores/as durante um Curso de Extensão (Ciência e Educação Infantil, em 1999), organizado em forma de oficinas para que os participantes pudessem planejar e refletir sobre a sua própria prática docente junto às crianças. A relevância da presente pesquisa está no fato de fomentar o início do debate que aproxima a Educação Infantil a dois campos de pesquisa que têm muito a contribuir: a Educação em Ciências e Saber Docente. Por fim, o estudo afirma a importância de formulação de propostas de formação continuada que proporcionem espaços para reflexão sobre a própria prática. / The qualitative study here reported focus on the process of knowledge development of Early Education teachers, emphasizing both dimensions of knowing-how-to-do and explaining-why. The study identifies the issue of error as relevant to understand teachersknowledge, since it is a crucial notion of constructivist approaches,which are often taken as theoretical basis of Early Education proposals. The analysis of teachers views and of the processes of developing practical knowledge was carried out on the basis of research on teachers knowledge.Constructivist science education was taken as a main reference to discuss and analyse conceptions of knowledge and error, as well as the function of education in knowledge acquisition. The studies of Piaget, broadened by those of Vygotsky, helped to understand the role of errors in knowledge building. Analysis of Early Education formal curricular proposals (DCNEI, RCNEI), as well as teaching practices, point to different educational models. Empirical data was obtained through a questionnaire and by observation (recorded by video and hand-written notes) of a 10 sessions in-service course where early Education teachers were expected to plan and reflect on their teaching practices with young children. The study is especially relevant for relating early Education to two other research areas, namely, science education and teachers knowledge. Finally, the study confirms that continuing education proposals should aim at providing conditions for reflecting on ones own teaching practices.

The students in my elementary art classes did not seem to be creating for themselves. They seemed to have the understanding there was only one correct answer in art class, and the art teacher knew what that answer was. By way of research I have found ways to create an atmosphere in my art room that promotes imagination and self expression in children, thus fostering a free and creative reaction from my students. Through understanding how and why one uses their imagination, an art teacher can enhance a student's ability to build and use his or her knowledge base. I believe an art teacher can help students build artistic confidence by using strategies such as introducing new art materials to children in a play atmosphere, planning lessons that are open-ended, giving choices for materials used, and guiding students using mental imagery.

Made available in DSpace on 2016-04-04T18:29:30Z (GMT). No. of bitstreams: 1 Lucilena Marcondes.pdf: 2002228 bytes, checksum: 41dec15d67d70f691571729b04fa764e (MD5) Previous issue date: 2006-08-16 / The purpose of the study was to assess the creativity conception and creative performance in teachers of Child Education, giving stress to self perception in creativity, the strategy used in classrooms and the interaction teacher-pupil. Were submitted 185 teachers of child education in county-schools in the states of: Maranh?o, Minas Gerais, Rio Grande do Sul, Paran?, Mato Grosso, Roraima and S?o Paulo, including all brazilian regions divided into nine groups, being three from S?o Paulo, it was applyed to one of them, observation in classroom in nine teachers. The survey was composed of 80 questions related to beliefs, professional performance and self-perception as creative teacher. Open answers were submitted to analysis of content and qualified value. The data was analysis quantitative, used percentage and average. The results showed that in all groups, prevailed the less young teachers old, with age between 31 and 40 years old, performing almost half of the subject. In relation to education degree, from those, 81 were post-graduated. It was detected thirteen types of expertise and Psychopedagogy was the issue that contributed to the major number of teachers, followed by Child Education. The groups that obtained the highest grades were: Minas Gerais group, that reached the best grade in child education; Mato Grosso group, with the best grade in relationship with students, mood and imagination, and self-valuation and the group from Rio Grande do Sul, in didactic and frequency in the use of essential characteristics to the good teachers. The conclusion was that although teachers differ from region to region in Brazil, they proved to apply creativity and they all stated to have creative students. Aware of notion of creativity, and knowing how to incentive in the training course caused great impact in the areas: relationship with students, mood and imagination, and self-valuation. These notions were considered non satisfactory in the groups from Rio Grande do Sul, Paran? and the ones in the countryside region of S?o Paulo, therefore it is necessary to revise training courses and highlight the importance of this theme in the regions. / O objetivo do estudo foi avaliar a concep??o de criatividade e atua??o criativa em professoras de educa??o infantil, dando ?nfase ? auto-percep??o sobre criatividade, ?s estrat?gias usadas em sala de aula e ? intera??o professor-aluno. Foram sujeitos 185 professoras de Educa??o Infantil municipal dos Estados: Maranh?o, Minas Gerais, Rio Grande do Sul, Paran?, Mato Grosso, Roraima e S?o Paulo englobando todas as regi?es brasileiras, divididas em nove grupos sendo tr?s de S?o Paulo, tendo sido feita em um deles, observa??o em sala de aula de 9 professoras. O instrumento foi composto de 80 perguntas para identificar caracteriza??o da professora e quest?es relativas ?s cren?as, atua??o profissional e auto-percep??o como professora criativa. As respostas abertas foram submetidas ? an?lise de conte?do e avalia??o qualitativa. Os dados foram analisados quantitativamente utilizando percentagens e m?dias. Os resultados demonstraram que em todos os grupos predominaram as educadoras menos jovens, com faixa et?ria entre 31 e 40 anos de idade, perfazendo quase metade dos sujeitos. Quanto ? escolaridade 148 professoras (80%), terminaram o 3? Grau, das quais 81 t?m curso de P?s-Gradua??o. Foram encontrados treze tipos de Especializa??o e Psicopedagogia foi o curso que apresentou maior n?mero de professoras, seguido pelo curso de Educa??o Infantil. Os grupos que obtiveram as maiores m?dias foram: grupo de Minas Gerais, que alcan?ou a maior m?dia nas ?reas da educa??o infantil; o grupo de Mato Grosso, que obteve a maior m?dia nas ?reas de relacionamento com alunos, humor e imagina??o e avalia??o de si mesma e o do Rio Grande do Sul, nas ?reas da did?tica e freq??ncia de uso das caracter?sticas indispens?veis ? professora. Concluiu-se que embora haja diferen?as entre as professoras das regi?es brasileiras, todas demonstraram fazer uso da criatividade e foram un?nimes em afirmar terem alunos criativos. Ter tido no??es de criatividade, e como incentiv?-la, no curso de forma??o apresentou impacto nas ?reas: relacionamento com alunos, humor e imagina??o e avalia??o de si mesma. Essas no??es foram consideradas insatisfat?rias nos grupos do Rio Grande do Sul, Paran? e nos do interior de S?o Paulo, havendo necessidade de rever os cursos de forma??o e enfocar a import?ncia deste tema, nessas regi?es.

This is a historical study of preschool nationally and partly internationally with a focus on elucidating the development of quality elements. The study will trace the beginnings of perkindergaten and how the programs have evolved to their current state. The study contains a look at the current state of prekindergarten programs within the United States and how the differing states are measuring their programs. The use of the word quality is examined as it relates to how programs are designed and implemented. The study will also examine several different states that have been acknowledged as the front runners in prekindergarten education services. The international perspective includes at look at several different countries and how they have implemented their early childhood programs. This is section looks at some of their standards for their programs and the requirements for their teachers. The final part of the study draws conclusions as to how to best proceed when making polices for prekindergarten programs in the United States taking into account the many perspectives.

In my master graduation paper I researched the sub-cultural peculiarities effects of information and communication technologies for children of 5 – 7 years old. The effects for children groups upbringing conditions and their remit expression, comparing two different abilities while using computer. Estimated that, rapid process of information society, information and communication technology development necessitate preschool children age, capable using information technologies, becoming phenomenal in Lithuanian educational space. The upbringing quantity and quality of children information technologies are determined by their upbringing conditions in the family and institution, which are directly dealt with family materially conditions, educational level of their parents, resource of institutions, and professional readiness of educators to adapt technologies in children upbringing process. Estimated significant, statistic reliable computer technologies, children cognitive, their creatively contemplation and communicating connection trend, which stimulate their cognitive interests, motivate later life research in different ways and means. It gives specifications to children’s creative process and spread. It also develops linguistic, contemplation skills and the development of social interplay. Computer technologies, as a mean of 5 -7 year old children motivation expression, creates contemporary, modernised upbringing environment, which stimulates children scopes’ process and... [to full text]

Violeta Chiumakova. Theme of the Master of Science work: “Incomplete families 5-7 years old child education and competence peculiarity.” The research adviser of the work is – doc. dr. V. Glebuviene. The pedagogical university of Vilnius, The department of childhood studies, 2005. The empiric research of education and competence peculiarity, took place in Vilnius, Zarasai and Shalchininkai cities between 5-7 years old children from complete and incomplete families.155 children from incomplete families (ostensible group) and 247 children from complete families (control group) took part in the research. The aim of the research was to find out whether children from incomplete families competence abilities level differs from the children with complete family. Also was looking forward to find out how the family structure influences children’s education and competence abilities. Pedagogical, psychological, science literature analyzes were used for the Master of Science work; interview (conversation with child), collision situation, problem situation, observation, experiment, questionnaire for parents, questionnaire for pedagogues, processing methods for statistic information. While analyzing literature had become clear that because the lack of researches, it is very hard to answer the question, how does the child should be educated in school and kindergarten, if he lives in incomplete family. Neither educational standard, neither other recommendations can’t be generalized in this... [to full text]

Thesis (M.S.W.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 101-104).