Research points out the many complex problems of the disadvantaged child. The purpose of establishing many preschool programs throughout this country has been to seek the most effective ways of educating the culturally deprived and to utilize the standardized measurements to assess various programs. The purpose of the present study is to evaluate the intellectual functioning and sensory-motor abilities of the disadvantaged child at the preschool level, to determine his growth in these areas during his participation in the program, and to determine whether or not four different teaching models are instrumental in bringing about intellectual and sensory-motor improvements.

Orientador: José Euzébio de Oliveira Souza Aragão / Banca: Cesar Donizeti Pereira Leite / Banca: Claudia Megale Adametes / Resumo: Esta pesquisa aborda experiências de coletivos de cuidados infantis, também conhecidos como creches parentais. Objetiva-se: compreender os fatores que promovem sua existência; observar suas formas de organização nos âmbitos estrutural; prático; físico; e pedagógico; perceber suas potencialidades. Trata-se de uma investigação qualitativa - realizada a partir de fontes documentais e bibliográficas; fontes obtidas em bases de dados; revistas científicas; reportagens midiáticas - e de uma investigação netnográfica - realizada a partir de blogs e páginas online criados pelos participantes dos coletivos estudados. Esta pesquisa mantém traços autobiográficos, tendo em vista que a pesquisadora participou de um coletivo de mães. Os dados obtidos estão analisados com base em referências teóricas sobre: noções históricas e culturais da infância; a constituição da família; o cuidado com as crianças e a educação infantil; maternidade e as construções sociais das formas de ser reportadas à mulher/mãe na atualidade. Os resultados apontam para as potencialidades que os coletivos trazem no sentido de repensar educação infantil, infância, e maternidade, além de reunir valiosas referências e dados, guardando caráter inédito, dada a escassez de investigações científicas sobre a temática / Abstract: This research addresses experiences of child care collectives, also known as parental daycare centers. Objective: to understand the factors that promote its existence; observe their forms of organization in the structural spheres; practical; physicist; and pedagogical; realize their potentialities. It is a qualitative investigation - carried out from documentary and bibliographical sources; sources obtained in databases; scientific magazines; media reports - and a netnographic investigation - made from blogs and online pages created by the participants of the groups studied. This research maintains autobiographical traits, considering that the researcher participated in a collective of mothers. The data obtained are analyzed based on theoretical references on: historical and cultural notions of childhood; the constitution of the family; childcare and early childhood education; maternity and the social constructions of the ways of being reported to the woman / mother today. The results point to the potential that the collectives bring to rethink child education, childhood, and maternity, besides collecting valuable references and data, retaining an unprecedented character, given the scarcity of scientific research on the subject / Mestre

Título original: Programas de privatização na educação infantil : a atuação do Ministério Público e órgãos de controle social / Orientador: Raquel Fontes Borghi / Banca: Adriana Aparecida Dragone Silveira / Banca: Cassia Alessandra Domiciano / Banca: Jaqueline dos Santos Oliveira / Banca: Bianca Cristina Correa / Resumo: Programas de privatização para oferta de educação infantil a partir de subvenção pública a instituições privadas lucrativas foram identificadas em cinco municípios do interior paulista até o ano de 2009 - Araras, Limeira, Sumaré, Hortolândia e Piracicaba - pela pesquisa "Estratégias municipais para a oferta da educação básica: análise de parcerias público-privadas no Estado de São Paulo" (ADRIÃO et al., 2009). Publicações do Grupo de Estudos e Pesquisas em Política Educacional - GREPPE, indicam que tal modalidade de privatização da educação infantil apresenta ressalvas quanto as condições de atendimento e ao panorama legal brasileiro. Sabendo que existe na sociedade brasileira instrumentos de controle social como os Conselhos Municipais ligados a educação que têm o poder de acompanhamento, proposição e atuação frente a administração pública e figura como o Ministério Público que é um órgão autônomo, independente e defensor da ordem jurídica e de direitos difusos e coletivos, este estudo tem a intenção de compreender e analisar de que forma o Ministério Público, os Conselhos de Acompanhamento e Controle Social do FUNDEB e os Conselhos Municipais de Educação vêm atuando em relação aos Programas Bolsa Creche, Programa Municipal de Educação Básica (PROEB) e Pró-Creche e suas diferentes problemáticas nos cinco municípios do interior do estado de São Paulo indicados em pesquisa anterior. Para isso, utiliza-se a abordagem qualitativa e instrumentos de coleta de dados como entrevista... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Privatization programs to offer children's education from public grants to private profit institutions were identified in five municipalities in Sao Paulo state until 2009 - Araras, Limeira, Sumare, Hortolandia and Piracicaba - by the research "Municipal strategies for the provision of early childhood education: an analysis of public-private partnerships in the State of Sao Paulo"(ADRIÃO et al., 2009). Publications of the Group of Studies for Research in Educational Policy - GREPPE, indicates that such modality of program compliance to children's education presents caveats regarding the offering conditions and the Brazilian legal perspective. Knowing that in Brazilian society exists instruments for social control such as Municipal Councils related to education which have the ability to follow up, propose and act towards the public administration and figures as the Public Prosecutor's Office, which is an autonomous, independent and legal defender of diffuse and collective rights, this study aims to identify and analyze the standings and performance of such institutions in the five municipalities that develop these programs. For this purpose, qualitative approach and data collection instruments such as personal interview, documentary research and bibliographic survey were used. From the survey and analysis of the data collected, it is noticed that the Municipal Councils of Education and the FUNDEB Monitoring and Social Control Councils are distant from the discussions involving... (Complete abstract click electronic access below) / Doutor

I conducted two experiments to investigate the emergence of Naming in a second language by monolingual English-speaking preschool children who demonstrated Naming in English with non-contrived visual stimuli. In Experiment I, I tested for the presence of full echoic responses in Chinese with 32 monolingual English-speaking children. The participants were randomly assigned into two groups. Group I received echoic probes in Chinese phonemes with English approximations, while Group II received echoic probes in distinctive Chinese phonemes. Participants in both groups were probed for their echoic responses in English. Results showed that Group I outperformed Group II in the numbers of correct echoic responses in Chinese phonemes, suggesting that the numbers of correct echoic responses in Chinese were affected by the distinctiveness of the phonemes as well as participants’ echoic responses in English. In Experiment II, I tested the effects of echoic training on the acquisition of Naming in Chinese with contrived and non-contrived visual stimuli by eight monolingual English-speaking preschool children. A multiple probe design was implemented for experimental control. I conducted naming probes in English with contrived and non-contrived visual stimuli, as well as naming probes in Chinese with contrived and non-contrived visual stimuli with all participants. Six out of eight participants received echoic training, while the other two participants went through repeated probes due to a lack of stable responding. The intervention consisted of the experimenter teaching the participants to echo Chinese consonant-vowel combinations that shared the same phonemes with the probes sets but with different consonant-vowel combinations. The participants were taught to say the target consonant-vowel combinations independently without an echoic model with 100% accuracy across three sessions during delayed probes in order to master a training set. Prior to the intervention, all participants demonstrated naming in English with non-contrived stimuli, but none of the participants demonstrated naming in English with contrived stimuli, or in Chinese with contrived or non-contrived stimuli. The results from post-intervention probes showed that echoic training was functionally related to the emergence of naming in Chinese with non-contrived stimuli for six participants, as well as naming in Chinese with contrived stimuli for five out of six participants.

This study sought to examine the relationships between the adult language input, as measured by quantity and quality, and the child’s language production in regards to quantity and quality, as well as their knowledge of basic concepts and vocabulary. LENA technology was used to audio-record the language environments of 26 preschool children with hearing loss over two days (weekday and weekend). This technology recorded up to 16 hours and analyzed the quantitative data associated with the adult word count (AWC), conversational turn count (CTC), and child vocalization count (CVC). Furthermore, one- hour meal times (30 minutes for the weekday/snack time and 30 minutes for the weekend/dinner time) was transcribed and coded for quality components of language defined as lexical diversity, syntactical complexity and clausal complexity. Additionally, the children were assessed on their knowledge of basic concepts through the Boehm Test of Basic Concepts (BTBC-3) and the Peabody Picture Vocabulary Test (PPVT-4). Results indicated that there was a relationship between the adult language input and the child language production, but only in regards to quantity of language. More specifically, the CTC during each day was related to the CVC for each day; in other words, the more interactions adults and children had during the day, the more likely the child vocalized. Interestingly, the statistical analysis revealed that quality of adult language input was not significantly related to the child language variables. However, significant differences between the teachers and caregivers were reported in regards to the quality of adult language input. These results suggest that the language input provided by adults in different environments (school versus home) is considerably different and warrants further investigation as how the potential influence on language outcomes of children with hearing loss.

In 2 experiments, I tested the effects of a behavioral momentum blending procedure on the accuracy of component and composite textual and spelling responses emitted by 11 preschool students with disabilities, including autism and speech and language delays, using multiple probe designs across participants. The participants were between 3 and 4 years old and were selected to participate because they were receiving reading instruction, but they emitted low numbers of correct textual responses to words comprised of previously mastered phoneme-grapheme correspondences. Dependent measures in the experiment included blending responses to novel text stimuli, composite vocal blending responses in which no textual stimuli were used, and spelling responses. In addition, in Experiment 2, I tested the effects of the procedure on the reinforcing properties of textual stimuli. Prior to the intervention, the participants were taught to textually respond to a set of known, regular words comprised of up to five phonemic sounds represented by corresponding graphemes at a target rate (number per min). During the behavioral momentum blending intervention, participants responded to these words that were presented in rapid succession by the experimenter, followed by the immediate presentation of novel words. The experimenter provided a vocal model of the component phonemes which was systematically faded during each phase of the intervention. Results for Experiment 1 showed increases in textual, spelling, and vocal blending responses for five participants. In addition, results indicated that the participants textually responded to novel words and emitted more composite textual responses, or responses without emitting the component sounds prior to textually responding, when composite blending was modeled at the beginning of the probe session. In Experiment 2, I altered the intervention procedure to require composite only responding as a final step in the instructional sequence. Six new preschool students were selected to participate, and the dependent measures were the same as Experiment 1; however, I also tested for the presence of conditioned reinforcement for observing print prior to and following BMBI. Results showed significant effects for four of the participants following up to two phases of intervention but were less significant for two of the participants. Additionally, results indicated the establishment of conditioned reinforcement for observing print for the participants who textually responded at criterion level. These findings are discussed with regard to the educational significance of blending as a prerequisite for textual responding and the importance of the speaker-as-own-listener verbal repertoire in learning to read phonetically.

The aim of my DPhil is to identify educational practices predictive of students' self-regulation development during early childhood. Specifically, I will analyze the Tools of the Mind preschool curriculum (Tools), which emphasizes students' self-regulation cultivation as its paramount aim. Since its development in 1993, Tools has spread to schools in the United States, Canada, and South America. In the face of Tools' proliferation, two questions emerge: does Tools significantly improve children's self-regulation skills? And, if so, then which of its effective elements could be applied across various educational contexts? This dissertation contains two studies. In the first, I will systematically review extant Tools research and then execute a multilevel meta-analysis of the quantitative results. Study one serves three purposes: 1) to identify all studies in the existing Tools evidence base, 2) to estimate an aggregate curricular effect, and 3) to determine how that effect varies across contexts and student characteristics. Thus, study one will assess whether Tools, at the curricular level, improves students' self-regulation. By contrast, study two will involve more granular analyses of the discrete learning activities that collectively comprise Tools. Specifically, study two will analyze child-level self-regulation and teacher-level Tools implementation data for 1145 preschool children in 80 classrooms across six American school districts. I will employ multilevel structural equation models to assess which Tools activities are associated with students' self-regulation growth, which are associated with decline, and which exhibit no association at all. Ultimately, this dissertation features the first Tools meta-analysis as well as the first analysis of specific Tools instructional activities. It is hoped that these analyses will identify educational practices predictive of self-regulation development both within and beyond the Tools curricular context.

The purpose of the current study is to examine emotional and behavioral interdependence within the triadic family system. Interdependence was assessed over time between 17 participant groups of mothers, fathers and preschoolers. Responses of each parent and preschooler were observed during story recitations that were chosen to elicit positive or negative responses; observations included measures of attention, external affect, and affective congruency. Parental self-report ratings of expressivity, negative emotions, and child temperament were compared to observations during story recitations, as well. Some father-child interactions appeared to be affected by story condition. However, parent gender had little effect on parent-child interactions overall in regards to child consistency. The findings suggest that children drive the interactions more so than parents. Further research with a larger sample size is needed to fully examine the emotional and behavioral interdependence between parents and preschoolers. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

Orientador: César Donizetti Pereira Leite / Banca: Antônio Carlos Carrera de Souza / Banca: Silvio Donizetti de Oliveira Gallo / Banca: Sônia Maria Clareto / Banca: Maria Rosa Rodrigues Martins de Camargo / Resumo: Esta é uma composição, uma escritura, um ensaio de tese que se apresenta como possibilidade de pensar com infância, com criança, com imagens produzidas por crianças de uma instituição pública de educação infantil, em uma pesquisa que chamamos pesquisa como experiência. As produções imagéticas das crianças, imagens trêmulas, longas, rápidas, desfocadas, vertiginosas, nos convidam a adentrar em outros tempos, em outros espaços, em outras travessias no universo infantil, provocando e deslocando nosso olhar atravessado pela ditadura do corpo, dos sentidos, do quando, do como, do disciplinamento, do modelo e da técnica. Imagens que nos convidam a pensar na potência do corpo. Corpo que dá o que pensar, que afeta, toca, sensibiliza outros corpos, corpos sensíveis a outros corpos, num encontro íntimo, provocador do pensamento. Corpos que coexistindo no mundo, com suas vivências, suas imagens, seus desejos em movimentos de intensidades, velocidades e lentidão produzem devires. Devir- criança que brinca com o tempo, com os espaços, com os saberes ditos e dados, dissolvendo as formas criadas. Experimentar a potência inventiva da infância é o que nos convidam as produções imagéticas das crianças. Seriam possível um devir-criança da matemática? A matemática, como forma, como identidade, colocando-se em devir, em um devir-criança, o que ela pode desdobrar? Inquietação, intempestividade, multiplicidade, invenção, gagueira, balbucio? Multiplicidade de encontros, invenção de novas r e l a ç õ e s e n o v a s c o m p o s i ç õ e s . N o v a s composições, em um ensaio de tese, no encontro com Agamben (2005), Larrosa (2002, 2010), Deleuze e Guattari (1997), Barros (2013), Leite (2011), Kohan (2003, 2007), Benjamin (1987, 1994), Lispector (1998)... Percorrendo caminhos, que insistentemente, levou a experimentar em outros tempos e espaços, a perder a certezas dos caminhos seguros... / Abstract: This is a composition, adeed, an essay thesis that presents it self as a possibility to think with childhood, with children, with images produced by children from a public early childhood institution, in a survey we call search like experience. The imagistic productions of children, trembling, long, fast, blurry, dizzy, invite us to enter at other times, in other spaces, other crossings in the infant universe, causing and shifting our traversed by the dictatorship of the body, the senses look images the when, the how, the discipline, the model and technique. Images that invite us to think about the power of the body. Body that gives food for thought, affecting, touching, sensitizes other bodies, sensitive to other bodies in an intimate encounter, thought provoking bodies. Bodies that coexist in the worl, with their experience, their images, their wishes in movements intensities, speeds and slowness produce becomings. Becoming- child who plays with time, with space, with knowledge said and data, dissolving the forms created. Try the inventive power of childhood is what invites us imagistic productions of children. Could a becoming-child math? Mathematics, as a form, such as identity, putting into becoming, becoming in a child, which she can unfold? Restlessness, timelessness, multiplicity, invention, stuttering, stammering? Kinds of encounters, inventing new relations and new compositions. New compositions, in an essay thesis, in meeting with Agamben (2005), Larrosa (2002, 2010), Deleuze and Guattari (1997), Barros (2013), Milk (2011), Kohan (2003, 2007), Benjamin (1987, 1994), Lispector (1998)... Traveling paths that repeatedly led to experience in other times and spaces... / Doutor

Orientador: Maria Cecilia de Oliveira Micotti / Banca: Samuel de Souza Neto / Banca: Monica Appezzato Pinazza / Resumo: Atualmente, entre os problemas que afetam a educação brasileira destacam-se os referentes à alfabetização. Nesse cenário, observamos, em busca de transformá-lo, mobilizações governamentais, mediante investimentos em programas que visam à alfabetização das crianças de até oito anos de idade. Como essas ações centram-se no ensino fundamental, inferimos que a educação infantil ainda não é considerada como parte do processo da aprendizagem da leitura e da escrita, nem etapa para o acesso e desenvolvimento deste. Contrariando os que se recusam, por motivos diversos, a refletir sobre a alfabetização na educação infantil, pesquisadoras como Jolibert e SraïKi, Ferreiro, Micotti e Teberosky afirmam que as crianças desde muito pequenas vivenciam experiências com a escrita. Diante desse embate, esta dissertação teve como objetivo geral identificar o enfoque dado à leitura e à escrita nas instituições públicas da educação infantil. Especificamente, visou a identificar as concepções de ensino e aprendizado da leitura e da escrita, apresentadas por professores em suas práticas pedagógicas, as relações que se estabeleceram entre seus discursos e práticas e também descrever se os responsáveis pelas crianças manifestaram conhecimento da proposta de ensino utilizada pelas professoras e o que disseram sobre o ensino da leitura e da escrita, nessa etapa da educação básica. Para isso, estudamos o contexto histórico do surgimento das instituições de educação infantil, as funções que lhe foram atribuídas, as epistemologias que se vincularam a essas funções, as práticas pedagógicas referentes à leitura e à escrita, considerando-se os fundamentos epistemológicos e a relação família-escola. A pesquisa foi realizada no município de Limeira - SP. Desse, selecionamos, segundo a tabela de Fisher e Yates, 20% das... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Nowadays, among all the problems that affect Brazilian education, surpass the ones related to literacy. In this scenario, we've observed, in order to change it, governmental mobilization, by means of investments in programs that guarantee children's reading and writing skills up to 8 years old. As these actions are gathered in elementary school's years, it's possible to infer that early childhood education is neither considered as part of the reading and writing process nor a level to the access to developing this. Contradicting the ones who refuses, by different reasons, to deeply think about literacy in early childhood education, researchers like Jolibert e Sräki, Ferreiro, Micotti and Teberosky affirm that children since early years do have experiences with writing. Before this resistance, this dissertation has the general objective to identify the approach given to reading and writing skills in public early childhood educational institutions. In specific, it seeks to identify the conceptions of reading and writing teaching and learning, shown by teachers in their pedagogical practices, the relations established between their speech and practices, and to describe if the responsible ones for children show any knowledge of the teaching purpose used by teachers and what they say about the reading and writing teaching, in this level of elementary education. For this, we have studied the historical context within early childhood educational institutions uprising have occurred, the functions that are given to them, the epistemologies linked to these functions, the pedagogical practices involving reading and writing, considering the epistemological principles and the school-family relationship. The research was performed in the city of Limeira- SP. In this city, we have chosen, by Fischer and Yates criteria, 20% of early childhood schools... (Complete abstract click electronic access below) / Mestre