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Propolis: Immersive EnvironmentAlarid, Renee Aurelia 15 February 2021 (has links)
Propolis – Creating and using an immersive 2D honey bee environment to educate children between the ages of 3-10, about the importance of honey bees. This capstone project will showcase this researcher's skills in graphic design, spatial sound, architecture, exhibition design, and character illustration. Within this structure, individuals will be able to observe, determine, and make comparisons between a healthy bee colony and one that is fragile and dying. / Master of Fine Arts / "Honey bees have been on the decline. As of 2016, eight species of bees made it on the United States (U.S.) endangered species list. It reported that the decline of pollinators is due to industrial agriculture, parasites, pathogens, and climate change" (Contributors 2020). The loss of habitat and lack of nectar is due to monocultures and bee-killing pesticides. These are significant threats to honey bees and wild pollinators.
There is a need for good, clean food providing for a healthy existence for the honey bee. When bees have proper nutrients, the result is a healthy hive that gives mature bees a better chance to fight off diseases. To showcase the life of a honey bee, this researcher created an immersive environment that simulates a hive structure. The structure, along with the motion graphics and critical takeaway printed pieces, is to help children between the ages of 3-10 understand the importance of honey bees. By comparing healthy and unhealthy bees in their natural habitat in an illustration format, the children could empathize with the honey bees. Hopefully, they will one day change the fate of these amazing creatures. The immersive environment will emulate a spatial audio, 2D character illustration, and animation projected onto a honeycomb structure. Custom seed packets and a brochure will accompany the immersive environment to allow the children to plant a bee-friendly garden and to learn more about the honey bees. This capstone project will showcase the researcher's skills in graphic design, spatial sound, architecture, exhibition design, and character illustration. This structure will allow individuals to observe, determine, and make comparisons between a healthy colony and one that is fragile and dying.
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The interpretation and delivery of the Welsh Foundation Phase and its contribution to physical literacyWainwright, Elizabeth N. January 2014 (has links)
The introduction of the Foundation Phase gave a unique opportunity to study the interpretation and delivery of a play-based early childhood curriculum. This new curriculum saw the disappearance of Physical Education for pupils under the age of seven in Wales. Physical Education is acknowledged as more than the development of physical competence, being part of a process concerned with lifelong physical, intellectual, social and emotional learning accrued through a range of physical activities, in a variety of contexts (Doherty and Brennan, 2008). As such a goal of Physical Education is physical literacy, (Hardman, 2011; Talbot, 2007). In light of this, this research set out to explore the contribution of the Foundation Phase to the development of children’s physical literacy. In order to achieve this, a three-phase complementarity mixed-methods design (Greene et al., 1989) was used to generate data over two years in selected schools in Wales. The schools were found to be enacting the Foundation Phase with fidelity to the original aims of the policy makers by demonstrating the key features of play-based active learning, focused adult-led sessions, child-initiated learning, and use of the outdoors for learning. In so doing they were deemed to be successful in achieving the aim of the Foundation Phase of developing independent, motivated active learners. The Foundation Phase was also found to be supporting the development of children’s cognitive development with good levels of achievement in literacy and numeracy assessments. The playful pedagogy observed in the schools enabled the pupils to have autonomy in their learning. Pupils were motivated, active and engaged in embodied learning both indoors and outdoors. The findings indicated that the Foundation Phase was making a positive contribution to the development of children’s physical literacy.
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La syllabe dans l'écriture inventée en français / The syllable in the invented spelling in FrenchBina, Dominique 18 November 2011 (has links)
L’objectif général de cette thèse est d’étudier le rôle de la syllabe dans l’entrée dans l’écrit des élèves de grande section de maternelle par le biais d’une tâche d’écriture inventée. Il s’agit tout d’abord d’examiner les pratiques didactiques des enseignants de grande section à l’aide d’un questionnaire portant les unités de langues les plus employées dans la découverte de la langue (lettre/son, syllabe et mot) et dans les domaines d’activités de la lecture, de l’écriture et de l’oral. Les résultats obtenus montrent que l’unité la plus employée en lecture et en écriture est le mot, alors que l’unité de l’oral est la syllabe. Partant de ce constat, nous avons cherché à connaître l’impact que pourrait avoir un travail oral basé sur la syllabe sur les productions écrites des élèves. L’ensemble des données obtenues est en faveur de l’hypothèse selon laquelle les élèves prennent en compte des éléments de l’oral (lettre, son, syllabe) pour coder des énoncés oraux à l’écrit. De plus, les résultats montrent l’usage de six traitements qui sous-tendent l’entrée dans l’écrit démontrant que ce n’est pas un processus unique et que de nombreux paramètres peuvent conduire l’élève à traiter un énoncé oral de diverses manières. Dans une dernière partie, nous avons mené une étude de didactique expérimentale basée sur la syllabe orale dans le but d’observer les effets d’un entraînement régulier à la syllabe orale sur les productions écrites des élèves. Les résultats ne permettent pas de valider l’hypothèse selon laquelle la syllabe serait l’unité pivot de l’entrée dans l’écrit en grande section de maternelle, mais montrent néanmoins certains effets de l’intervention.L’objectif général de cette thèse est d’étudier le rôle de la syllabe dans l’entrée dans l’écrit des élèves de grande section de maternelle par le biais d’une tâche d’écriture inventée. Il s’agit tout d’abord d’examiner les pratiques didactiques des enseignants de grande section à l’aide d’un questionnaire portant les unités de langues les plus employées dans la découverte de la langue (lettre/son, syllabe et mot) et dans les domaines d’activités de la lecture, de l’écriture et de l’oral. Les résultats obtenus montrent que l’unité la plus employée en lecture et en écriture est le mot, alors que l’unité de l’oral est la syllabe. Partant de ce constat, nous avons cherché à connaître l’impact que pourrait avoir un travail oral basé sur la syllabe sur les productions écrites des élèves. L’ensemble des données obtenues est en faveur de l’hypothèse selon laquelle les élèves prennent en compte des éléments de l’oral (lettre, son, syllabe) pour coder des énoncés oraux à l’écrit. De plus, les résultats montrent l’usage de six traitements qui sous-tendent l’entrée dans l’écrit démontrant que ce n’est pas un processus unique et que de nombreux paramètres peuvent conduire l’élève à traiter un énoncé oral de diverses manières. Dans une dernière partie, nous avons mené une étude de didactique expérimentale basée sur la syllabe orale dans le but d’observer les effets d’un entraînement régulier à la syllabe orale sur les productions écrites des élèves. Les résultats ne permettent pas de valider l’hypothèse selon laquelle la syllabe serait l’unité pivot de l’entrée dans l’écrit en grande section de maternelle, mais montrent néanmoins certains effets de l’intervention. / The aim of this thesis is to study the role of syllable at early learning of writing for kindergarten pupils by the means of an invented spelling task. First of all, in fields of activities such as reading, writing and oral examination, it is a matter of examining the didactic practices of kindergarten teachers thanks to a questionnaire carrying the most employed units used in the discovery of languages (letter/sound, syllable and word). The results show that the most employed unit in reading and writing activities is the word, whereas the unit of the oral examination is the syllable. On the basis of this report, we sought to know the impact of an oral work based on the syllable, upon pupils’ written productions. All obtained data is in favor of the assumption according to which, the pupils take into account elements of the oral examination (letter, sound, and syllable) to code oral statements in their writings. Moreover, results show the use of six treatments, which underlie the early learning of writing, and show that it is not a single process, and that many parameters can lead the pupil to treat an oral statement in various ways. Eventually, we conducted a study of experimental didactic work based on the oral syllable, aiming to observe the effects of a regular training for oral syllable upon the written productions of the pupils. The results do not make it possible to validate the assumption according to which, the syllable would be the pivot unit of the entrance in writing at kindergarten, but nevertheless show certain effects of the intervention.
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Primeiras fases da alfabetização: como a intervenção em consciência fonêmica ajuda as crianças na aprendizagem inicial da leitura / First steps in literacy: the intervention in phonemic awareness helps children in learning of readingSiccherino, Luciene Aparecida Felipe 17 May 2013 (has links)
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Previous issue date: 2013-05-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Previous studies have shown that intervention in phonemic awareness associated with letter-name knowledge is very important for learning to read because of the letter name is heard in the pronunciation of many words and representing the phonemes in a systematic way in the spelling of words the graphemes give to the phoneme some materiality. The present study investigated whether the instruction in phonemic awareness with correspondence activities between letters and phonemes, the formation of pseudowords, and pseudowords segmentation using moveable alphabet and the support of pictures of phonemic articulation, facilitate and accelerate the reading and the writing of words. Participated in this study 43 children from kindergarten in a private school located in the ABC Paulista, São Paulo, Brazil. Data collection consisted in five stages: Selection of participants; Pretest; Intervention Program, Post-test 1 (applied one day after the intervention sessions); Post-test 2 (applied seven days after the intervention sessions). The participants were randomly assigned to two groups: an intervention group and a control group. Children in the intervention group participated of educational activities in correspondences between letters and phonemes, teaching of pseudowords and pseudowords segmentation in phonemes. Children from the control group did not participate of the intervention activities and remained in classrooms with the regular activities of the school. Results indicated that systematic instruction of the correspondence between letters and phonemes, the formation of pseudowords and pseudowords segmentation was highly significant to develop ability of reading and writing pseudowords and real words. Based on the theory of Ehri (2005) the children were in the pre-alphabetic phase at baseline. Following the intervention activities the children in the intervention group (IG) had a significant progress in reading and writing, which allowed their movement to complete alphabetic phase, during post-test 1 and phase during post-test 2. Conversely, some children in the control group (CG) remained in the pre-alphabetic post-test 1 and post-test 2 while other children begin to moving to the partial alphabetic phase. It was possible to observe a strong correlation between the ability of phonemic segmentation and the reading and the writing of pseudowords and real words / Estudos anteriores demonstraram que a intervenção em consciência fonêmica associada ao conhecimento do nome das letras do alfabeto tem grande importância para a aprendizagem da leitura porque o nome da letra é escutado na pronúncia de muitas palavras e ao representarem os fonemas de forma sistemática na grafia das palavras, os grafemas dão ao fonema certa materialidade. O presente estudo verificou se a instrução em consciência fonêmica com atividades de correspondência entre as letras e os fonemas, a formação de pseudopalavras, e a segmentação de pseudopalavras utilizando letras móveis e imagens de articulação fonêmica como apoio, facilitam e aceleram a leitura e a escrita de palavras. Participaram deste estudo 43 crianças da educação infantil de uma escola da rede privada localizada na região do ABC Paulista, São Paulo, Brasil. A coleta de dados foi composta por cinco momentos: Seleção dos participantes; Pré-teste; Programa de Intervenção; Pós-teste 1 (aplicado um dia após as sessões de intervenção; Pós-teste 2 (aplicado sete dias após as sessões de intervenção). Foram formados dois grupos de forma aleatória: um grupo de intervenção e um grupo controle. As crianças do grupo de intervenção participaram de atividades de ensino sobre as correspondências entre fonemas e letras, a formação de pseudopalavras e a segmentação de pseudopalavras em fonemas. As crianças do grupo controle não participaram das atividades de intervenção e permaneceram nas salas de aula com as atividades regulares da escola. Os resultados indicaram que a instrução sistemática da correspondência entre fonemas e letras, a formação de pseudopalavras e a segmentação de pseudopalavras em fonemas foi altamente significativa para desenvolver a habilidade de leitura e escrita de pseudopalavras e de palavras reais. Com base na teoria de Ehri (2005) as crianças estavam na fase pré-alfabética no início do estudo. Após as atividades de intervenção as crianças do grupo de intervenção (GI) tiveram um avanço significativo em leitura e escrita, o que permitiu o movimento delas para a fase alfabética completa, no pós-teste 1 e no pós-teste 2. Em contrapartida, algumas crianças do grupo controle (GC) permaneceram na fase pré-alfabética no pós-teste 1 e no pós-teste 2 e outras começaram a mover-se para a fase alfabética parcial. Foi possível observar forte correlação entre a habilidade de segmentação fonêmica e a leitura e escrita de pseudopalavras e palavras reais
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L'enseignement du Français Langue de scolarisation auprès d'enfants du premier degré : cas d'une école maternelle au Caire / Teaching French as a language education for pupils from primary level schools outside FranceBouzar, Fadhila 27 November 2015 (has links)
Cette étude s’intéresse aux pratiques d’enseignement destinées aux jeunes enfants non francophones scolarisés en français à l’étranger où l'école représente la seule source d'exposition à la langue française. L’objectif de ce travail est de mener une réflexion sur l’enseignement/apprentissage de notre langue dans une école maternelle, tout en se focalisant sur les pratiques des enseignants et les compétences langagières des apprenants face aux exigences des programmes du MENF . L’absence de dispositifs d’accompagnement des enseignants interroge sur l’enseignement dispensé dans ces établissements, non soumis à des critères de recrutement spécifiques, et sur la formation à mettre en place. Cette étude vise principalement à mettre concrètement en évidence des pistes pédagogiques et orientations à considérer pour l'enseignement du et en français à l’étranger, tant en termes de stratégies que d'objectifs linguistiques à atteindre, de façon à aboutir à un cadre didactique pouvant servir de point de départ à l'enseignement du français à l’étranger. / This study deals with teaching practices for non-French speakers following a French curriculum while living outside this country. In this case, school is the only place where they are exposed to the French language. The aim of this research is to look at both teaching and learning French in a nursery school, focusing more specifically on teaching practices and language skills of the learners within the framework of the MEN (French Education Ministry). Our aim is not to describe the existing situation but rather to indicate possible orientations to be taken into consideration for teaching both French and in French. This will take the form of strategies and language targets so as to build a didactic framework useable as a starting point for teaching in French, abroad. To this effect, we will offer strategies and pedagogical accommodation that could be instigated in these schools where the aim is to teach French, a language which is not familiar to the learners but is nevertheless the support of their whole schooling.
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Conséquences de l'anémie maternelle sur le jeune enfant de la naissance à 18 mois de vieKoura, Kobto Ghislain 22 October 2012 (has links) (PDF)
L'objectif général de notre thèse est d'étudier les conséquences de l'anémie chez la femme enceinte sur le nouveau-né à l'accouchement et sur le nourrisson jusqu'à 18 mois de vie au sud du Bénin. Dans un premier temps, nous avons montré que l'anémie maternelle n'avait aucun impact ni sur le faible poids de naissance ni sur la prématurité. Par contre les mères anémiées donnaient deux fois plus souvent naissance à des nouveau-nés anémiés. Nos analyses par un modèle mixte nous ont permis de montrer que l'anémie maternelle n'avait aucun impact sur l'évolution du taux d'hémoglobine. Une analyse par classes latentes a mis en évidence deux trajectoires pour l'évolution du taux d'hémoglobine des nourrissons et a permis de mettre en évidence un impact négatif de l'anémie du nouveau-né ainsi que de l'infection placentaire palustre sur cette évolution du taux d'hémoglobine. Enfin, cette analyse a montré le rôle prédictif de l'anémie maternelle sur l'appartenance à la trajectoire la plus basse. Dans un second temps nous nous sommes intéressés à l'impact de l'anémie maternelle sur le développement psychomoteur du nourrisson à 12 mois de vie. Pour l'évaluation du développement psychomoteur nous avons utilisé le Mullen Scales of Early Learning (MSEL). Il nous a paru important d'évaluer l'utilisation de cet outil introduit puis adapté pour la 1ère fois au Bénin. Nous avons montré que le MSEL était associé à quelques facteurs de risque connus de mauvais développement de l'enfant à savoir son état nutritionnel, sa relation avec l'environnement familial, le sexe féminin, le statut socio économique de la famille, le quotient intellectuel ainsi que la scolarisation de la mère
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Use of music learning readiness skills in the musical development of beginning instrumental music studentsThomas, James Earl, Jr. 01 January 1997 (has links)
No description available.
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Voorskoolse kind en geletterdheidservaring. / The pre-school child and literacy experienceVan Wyk, Emilie Rosa 04 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Vanaf geboorte is die ouers en die omgewing wat hulle vir die kind skep van die uiterste belang. Ouers
behoort 'n ruimte te skep waar die kind intellektueel gestimuleer kan word, begeleide leerervaringe kan
ontvang en waar hy veiligheid en geborgenheid kan beleef Dit is in hierdie voorskoolse jare waar die
grondslag gele word vir latere leer. Waar vroee stimulering en bemiddeling ontbreek is dit later baie
moeilik om met insette dieselfde positiewe resultate te bereik. Begeleide leerervaringe is 'n essensiele
komponent van en voorwaarde vir optimale ontwikkeling.
Wanneer die kind aan geletterdheidervaringe blootgestel word in sy voorskoolse jare, kan hy, wanneer
hy skool toe gaan, die insette en konsepte as "bekend" ervaar, omdat hy reeds vroeg al daarmee
kennisgemaak het. Die ouers kan die kind se voorskoolse jare s6 ontwerp dat die kind se potensiaal
optimaal verwesenlik kan word.
In die empiriese ondersoek is onderhoude met ouers gevoer sodat hulle hul ervarings met hul kinders
wat hulle voorskools gestimuleer het, kon weergee. Volgens die resultate blyk dit dat vroee stimulering
waarskynlik 'n belangrike faktor is ten opsigte van latere prestasie. / Parents should create an atmosphere where the child can be stimulated intellectually, can receive
mediated learning experiences (MLE) and where he can experience safety and security. It is in the preschool
years that the foundation is laid to make learning easier later on. Where early stimulation and
mediation is lacking it is very difficult later on to achieve positive results with the same inputs.
When the child is exposed to literacy experiences in his pre-school years, he can experience the inputs
and concepts as "known" when he attends school, as he was already acquainted with them. The parents
can shape the pre-school years of the child in such a manner that the potential of the child can be
realised optimally.
In the empirical investigation parents were interviewed in order to determine the extent to which they
supplied intellectual stimulation to their pre-school children. According to the results it appears that
early stimulation is probably an important factor with regard to achievement in later years. / Psychology of Education / M. Ed. (Psychology of Education)
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L'enseignement du français langue étrangère aux enfants en milieu institutionnel : Le cas de l'Inde / Teaching french as a foreign language to children in an institutional environment : a case study in IndiaGangolli, Anjali 21 June 2017 (has links)
Ces travaux de thèse se situent dans le domaine de la didactique des langues étrangères et portent sur l’enseignement du français langue étrangère (FLE) aux enfants (l’enseignement précoce du FLE) en milieu institutionnel, dans un environnement non francophone. Ils se donnent pour objectifs d’examiner les représentations des parents et des enfants indiens, d’étudier la façon dont les enfants apprennent les langues et les démarches mises en œuvre pour enseigner une langue étrangère aux enfants, d’observer des enfants apprenant le français langue étrangère en milieu institutionnel dans un pays non francophone et enfin, de faire des propositions didactiques pour un enseignement efficace du français langue étrangère dans ce contexte particulier. Cette thèse se propose d’étudier la problématique sous deux angles complémentaires : celui de l’apprenant et celui de l’enseignant, en examinant les questions théoriques et pratiques qui se posent. Pour ce faire, ces travaux s’intéressent aux relations qu’entretient l’enfant avec le langage et aux spécificités de l’enfant en tant qu’apprenant. Ils se penchent également sur les principes pédagogiques de l’enseignement du FLE aux enfants et les pratiques de classe (supports et activités de classe). En outre, cette thèse fournit une étude de cas, rendant compte d’une expérience vécue sur le terrain, en Inde, dans une école de langue. Enfin, ces travaux de thèse apportent des constatations, tirées des recherches et des observations faites, et font part des recommandations concernant l’enseignement du français langue étrangère aux enfants en milieu institutionnel dans un pays non francophone. / This doctoral thesis in the domain of foreign language didactics explores teaching “French as a Foreign Language” (known as FLE in French) to children (early learning/teaching of French as a Foreign Language) in an institutional and non-francophone environment. The objectives of this doctoral thesis are to examine the perceptions of Indian parents and children, to study how children learn languages and the methods used to teach foreign languages to children, to observe children learning a foreign language in an institutional environment in a non-francophone country and lastly, to suggest steps to be implemented in order to make teaching French as a Foreign Language to children in this particular context efficient.In this doctoral thesis, the study is based on two complementary angles: the learner’s and the teacher’s, and examines the the oretical and practical issues. It explores the relations between the child and language and the specific characteristics of the child as a learner. The thesis also explores the pedagogical principles behind teaching French as a Foreign Language to children and the classroom practices (resources and classroom activities). The study also contains a case study, describing an experience in India, in a language institute. Lastly, the thesis presents findings drawn from the research done and the observations made during the study, and makes recommendations regarding teaching French as a Foreign Language to children in an institutional environment in a non francophone country.
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Voorskoolse kind en geletterdheidservaring. / The pre-school child and literacy experienceVan Wyk, Emilie Rosa 04 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Vanaf geboorte is die ouers en die omgewing wat hulle vir die kind skep van die uiterste belang. Ouers
behoort 'n ruimte te skep waar die kind intellektueel gestimuleer kan word, begeleide leerervaringe kan
ontvang en waar hy veiligheid en geborgenheid kan beleef Dit is in hierdie voorskoolse jare waar die
grondslag gele word vir latere leer. Waar vroee stimulering en bemiddeling ontbreek is dit later baie
moeilik om met insette dieselfde positiewe resultate te bereik. Begeleide leerervaringe is 'n essensiele
komponent van en voorwaarde vir optimale ontwikkeling.
Wanneer die kind aan geletterdheidervaringe blootgestel word in sy voorskoolse jare, kan hy, wanneer
hy skool toe gaan, die insette en konsepte as "bekend" ervaar, omdat hy reeds vroeg al daarmee
kennisgemaak het. Die ouers kan die kind se voorskoolse jare s6 ontwerp dat die kind se potensiaal
optimaal verwesenlik kan word.
In die empiriese ondersoek is onderhoude met ouers gevoer sodat hulle hul ervarings met hul kinders
wat hulle voorskools gestimuleer het, kon weergee. Volgens die resultate blyk dit dat vroee stimulering
waarskynlik 'n belangrike faktor is ten opsigte van latere prestasie. / Parents should create an atmosphere where the child can be stimulated intellectually, can receive
mediated learning experiences (MLE) and where he can experience safety and security. It is in the preschool
years that the foundation is laid to make learning easier later on. Where early stimulation and
mediation is lacking it is very difficult later on to achieve positive results with the same inputs.
When the child is exposed to literacy experiences in his pre-school years, he can experience the inputs
and concepts as "known" when he attends school, as he was already acquainted with them. The parents
can shape the pre-school years of the child in such a manner that the potential of the child can be
realised optimally.
In the empirical investigation parents were interviewed in order to determine the extent to which they
supplied intellectual stimulation to their pre-school children. According to the results it appears that
early stimulation is probably an important factor with regard to achievement in later years. / Psychology of Education / M. Ed. (Psychology of Education)
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