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Syftet med denna studie är att undersöka hur den rumsliga utformningen av utomhusmiljön i förskolan främjar inkludering av barn i åldrarna ett till sex år där möjlighet till olika typer av lek och pedagogisk verksamhet understöds. Studien är förlagd till Mullvadens förskolegård på Södermalm i Stockholm. Det är en kvalitativ studie där observations-, intervju-, enkät- och litteraturstudier har genomförts. I resultatdelen har tre tematiska områden lyfts fram; åldersanpassning, rumslighet och pedagogisk verksamhet. Genom designprocessen har sedan dessa tematiska områden brutits ner till temat för gestaltningsförslaget; variation och kontrast. Empirin och teori ligger till grund för gestaltningsförslaget och har utförts för att undersöka förutsättningar, problem och visioner. Resultatet av studien visar att det finns potential för att, genom rumsliga element, förbättra förutsättningarna för inkludering, genom att ändra rörelseflöden och struktur samt tillföra material. Naturmiljöer framhålls genomgående som positivt för barns utveckling, vilket är en stor utmaning att tillgodose i en stadsmiljö. Gestaltningsförslaget avser att ge Mullvadens förskola en variationsrik gård med kontraster i en ”naturlig” miljö. Naturelement och material har tillförts vilket ämnar bidra till att egenskaper från naturen, så som att vara levande och modifierbar erhålls. / The purpose of this study is to investigate how the spatial design of the preschool outdoor environment has the potential to promote inclusivity of children aged one to six years, when utilised in conjunction with different types of play and educational activities. The study is located in Mullvadens preschool in Stockholm. This is a qualitative study were observation, interview, survey and literature studies have been conducted. The results have highlighted three key thematic areas; age adjustment, spatiality and educational work. The design process has these themes, "boiled down” to the theme of the design proposal; variety and contrast. The empirical data and theory underpin the design proposal and have been conducted to determine current conditions, problems and visions. The results of this study show that there is potential to, by utilisation of spatial elements, change the climate of inclusion. It is argued that this can be achieved by both the addition of materials and the removal of items, with the aim of changing the flow of motion and structure in the space. Natural environment is emphasised throughout as positive in the development of children, posing a major challenge in an urban environment. The design proposal aims, however, to make this challenge central and to provide Mullvadens preschool with a diversified yard which includes the "natural" environment. By using natural elements and materials an environment is proposed which not only links to nature but is, itself, more natural in that it is alive and modifiable.

Orientador: Maria do Carmo Monteiro kobayashi / Resumo: A avaliação e a qualidade na Educação Infantil – EI representam temáticas controversas e fontes fecundas para pesquisas, debates e estudos acerca de quais processos metodológicos ou critérios utilizados são os mais apropriados ao se considerar a finalidade e especificidades desta etapa da Educação Básica. Neste sentido a pergunta central desta pesquisa é: De que forma a avaliação de ambientes educacionais infantis pode auxiliar na garantia de experiências significativas nas escolas de EI? E, a partir de tal questionamento temos por objetivo avaliar a qualidade dos ambientes educacionais de instituições de EI de um sistema municipal de educação, utilizando como instrumento para esta análise a escala estadunidense de avaliação de ambientes educacionais infantis Early Childhood Environment Rating Scale – Third Edition (ECERS-3). Para isto buscou-se demonstrar a viabilidade da utilização desta escala em um contexto brasileiro específico, analisar os resultados de acordo com os contextos e experiências apresentados e assim identificar as principais potencialidades e fragilidades dos ambientes pesquisados, com o propósito de propor intervenções pedagógicas necessárias ao aprimoramento dos ambientes educacionais infantis e formular um instrumento avaliativo capaz de colaborar com o aperfeiçoamento das práticas e planejamento dos ambientes educacionais infantis. De abordagem quanti-qualitativa, mais especificamente uma pesquisa explicativa na qual foram utilizados os marcos legais da... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Assessment and quality in Early Childhood Education -ECE represent controversial themes and a richsource for researches, debates, and studies about which are the most appropriate methodological process or criteria used when considering the goals and specificities of this level of Basic Education. The question which triggered off this research was: How the assessment of ECE’s environments can help to ensure meaningful experiences in ECE’s schools? This work aims to evaluate the quality of educational environments of ECE’s institutions of a municipal education system, using as an instrument for this analysis an American assessment tool, the Early Childhood Environment Rating Scale –Third Edition -ECERS-3. For this purpose, we sought to demonstrate the feasibility of using this scale in a specific Brazilian context, to analyze the results according to the contexts and experiences presented to identify the main potentialities and weaknesses of environments researched, in order to propose pedagogical interventions necessary to improve children's educational environments and formulate an assessment instrument capable of collaborating with the improvement of practices and planning of environments children's education. This is a research of a quantitative and qualitative approach, more specifically an explanatory research in which the legal frameworks of Brazilian ECE were used for the central themes and the application of the ECERS-3 assessment scale. Eight groups of the children fr... (Complete abstract click electronic access below) / Mestre