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Exploring pedagogical relationships within a culture of creativity in a Reggio Emilia-inspired schoolUnknown Date (has links)
The current study explores what characterizes the relationship between the pedagogical
processes within a school culture of creativity in a Reggio Emilia-inspired school in the
Southeastern United States. The questions which frame the study are:
1. How is a culture of creativity fostered within a Reggio Emilia-inspired
school?
2. Within a culture of creativity, what characterizes the relationship between the
pedagogical processes of curriculum and assessment?
The research was designed as ethnography and incorporates multiple data sets which
provide layers of rich and descriptive information that reveal how to foster a culture of
creativity in a school for young children. These data sets were generated by the
researcher and the study participants over 18 weeks of ethnographic fieldwork and
participant observation. These data sets include class group observations, professional development observations, interviews, focus groups, and audio-photo vignettes of the life
of the Reggio Emilia-inspired school which served as the research site for the
ethnography. Through ongoing, iterative, and eclectic processes of qualitative data
analysis, the researcher identified four emergent themes in the combined data generated
during fieldwork. These themes represent the four findings of the study and are presented
in the work in terms of answers to research questions, as well as how they support study
conclusions, implications, and suggestions for future research in early childhood
education. The four thematic findings that emerged in the ethnographic data generated for
this study are: The Protagonists, The Daily Life, Research and Analysis, and Languages
of Expression. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.
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Relatório descritivo na educação infantil: impasses e proposições em uma escola municipal de educação infantil de São Paulo / Descriptive report about early childhoold education avaliation: desdlocks and proposals in a São Paulo city's schoolFernandes, Marisa Pinheiro de Oliveira 13 December 2017 (has links)
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Previous issue date: 2017-12-12 / This study was conducted in a early childhood school from the São Paulo city Educational Network. This paper aims to analyse the elements that createn difficulties to execute avaliation according to regulation (Orientação Normativa nº 01/2013), which set pattern to all the early childhood educations institutions for the avaliation procedure of children from 0 to 5 years. Based on this regulations, the avaliation will be executed by sistematization of children’s experiences registers. At the end of semester, these files will be summarized in reports, which will follow the children all the way long the education fasses.This study has as methological reference the educational qualitative aproach of Lüdke e André(1998), Gatti(2012) and Franco(2012), from which data were collected and analysed in the last four years on questionnaires, structured interviews, focal groups to early school teachers and documental analysis. In order to value all the investigation path, the option was to show all the problems related in the development of methodological procedures, no cuts neither text selection, keeping the mistakes arquives and the corrections. The theoretical background of this paper is based on studies conducted by the researchers Hoffmann (2011), Hadji (2001), Perrenoud (1999) and Zabalza (1998). Acording to these authors, the avaliation is considered crucial part of the teaching plan, because it allows to point out the needs, development and interests of the children and turn them targets in the educatinal task. Findings indicate that the problem is composed of three dimensions: Organizational, Operational, Affective/Relational and The Teacher’s Concepts We believe they are elements that create barriers to execute avaliation, according to education system’s rules. Based on our results, proposals are offered with the expectation of getting a avaliation tool, which allows that the childish develpment can be increased. This includes changes in the forms, so that the descriptive reports turn continued reports into. Besides, creation of communication procedures involving teachers groups are needed. All these steps would be through TICs resources, which must be acesssible to the teachers / O presente trabalho é um estudo investigativo realizado em uma Escola de Educação Infantil, da Rede Municipal de Ensino de São Paulo, com o objetivo de analisar os fatores que têm dificultado as docentes, desta instituição, em proceder a avaliação das crianças em conformidade com as normas estabelecidas pela Secretaria Municipal de Educação, constantes na Orientação Normativa nº 01/2013, que estabelece critérios comuns às suas Instituições de Educação Infantil, para o procedimento de avaliação das crianças de 0 a 5 anos. A partir dessa normativa, a avaliação das crianças passa a ser executada por meio da sistematização de registros dos fazeres vividos cotidianamente pela criança e pelo grupo, sendo que, ao término de cada semestre, esses registros devem ser sintetizados em relatórios, os quais acompanharão a criança no decorrer do percurso na Educação Infantil e na sua passagem para o Ensino Fundamental. Esse estudo tem como referência metodológica a abordagem qualitativa de pesquisa em Educação, sob a perspectiva de Lüdke e André (1998); Gatti (2012) e Franco (2012), a partir da qual foram realizadas as etapas de produção dos dados e análise do conteúdo dos Relatórios Descritivos de avaliação das crianças, elaborados no decorrer dos últimos quatro anos, os instrumentos utilizados foram: questionários, entrevistas semiestruturadas, grupo focal aplicado às docentes da EMEI e análise documental. Valorizando o percurso desta investigação, optou-se por apresentar sem cortes ou seleção os percalços ocorridos no desenvolver dos procedimentos metodológicos, mantendo o registro dos equívocos e das correções. A vertente teórica contemplada consta das avaliações formativa e mediadora, representadas por Hoffmann (2011), Hadji (2001), Perrenoud (1999) e Zabalza (1998). Nesses pressupostos, a Avaliação é considerada elemento essencial do planejamento e da ação docente, por permitir que os interesses, as necessidades e os avanços das crianças sejam identificados e tornem-se direcionadores do trabalho pedagógico. A análise dos resultados indica que o problema investigado perpassa por três dimensões: Organizacional; Técnico-operacional; Relacional-afetiva; e, Concepções docentes, nas quais localizamos elementos que, de certa forma, dificultam aos professores a realização da avaliação das crianças, conforme normatizado pela Rede Municipal de Educação de São Paulo. Frente ao desvelado, são propostas ações com a expectativa de tornar a Avaliação um instrumento de aprimoramento da prática docente e potencializador do desenvolvimento e da aprendizagem das crianças. Propõe-se, então, a adaptação dos impressos dos Relatórios Descritivos para um modelo de relatório continuado; a criação de procedimento de comunicação e avaliação conjunta, por meio de recursos das TICs ao alcance das docentes
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Friendship and conflict among preschool childrenKim, Wheetai. January 2001 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.
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Friendship and conflict among preschool childrenKim, Wheetai 23 March 2011 (has links)
Not available / text
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A case study of the implementation of EE in Hong Kong kindergartenTsang, Yuet-mei., 曾月眉. January 1999 (has links)
published_or_final_version / Education / Master / Master of Education
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Thinking styles and approaches in teaching among Hong Kong kindergarten teachersLee, Kwan-lai., 李君麗. January 2002 (has links)
published_or_final_version / Education / Master / Master of Education
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Comprehension and expression of grammatical structures in Cantonese-speaking preschoolersMok, Kwai-fong, Cecilia., 莫桂芳. January 1995 (has links)
published_or_final_version / Education / Master / Master of Education
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An exploration of teacher beliefs and practices within a context of effective pedagogy in grade r/reception year classes in the greater Durban area of KwaZulu-Natal.Essack, Ayesha B. O. January 2011 (has links)
This research presents an understanding of Grade R teachers' beliefs and practices, and elucidates factors that constrain the belief practice domain. In asking the question, "What are the beliefs and practices of Grade R teachers within a context of effective pedagogy in Grade R/Reception Year classes in the greater Durban area of KwaZulu-Natal?" I produced data from Grade R teachers' perspectives. I reported on their beliefs on pedagogy, and the nuances of their practice, in order to develop an understanding of the different dimensions of pedagogy in Grade R. Using a qualitative, exploratory case study design I produced data on three Grade R teachers from different ethnic backgrounds, in three public schools, in the greater Durban area. The schools chosen varied from low, to middle class socio-economic background, catering for learners from different ethnic and cultural backgrounds. A multi-method approach of data-collection was followed. This study used the social constructivist theory of Vygotsky, as a theoretical lens through which teacher beliefs and practices were examined. Drawing largely on data from observations and interviews, the findings of this study concluded that although teachers were observed to generally follow their pedagogic beliefs, several points of difference between their beliefs and practices existed. This study found that the belief practice domain was affected by a number of contingent factors such as teachers' understanding of the curriculum, teacher training and qualifications, and support from the Education Department, school and parents. In addition, contextual factors such as working conditions, learner-teacher ratios, provision of resources and facilities also affected teacher practice. There was evidence of a high value placed upon learning through play. However, the findings of this study illuminate the need for training Grade R teachers in: creating the conditions for learning through play, the use of collaborative play approaches, and guidance on scaffolding children's learning. This study concludes that the absence of an educational programme geared towards multiculturalism and diversity is of great concern. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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"An exploration of foundation phase teachers' pedagogical content knowledge (PCK) for teaching literacy in a multi-graded classroom in rural context."Mzimela, Patience Jabulile. 07 August 2013 (has links)
Rural schools in South Africa often face numerous challenges that are largely aggravated by low
numbers of learners, low numbers of teachers and a shortage of teaching and learning resources,
to mention a few. Hence, the provision of one teacher per grade is perceived as a luxury in many
rural schools. Consequently, such challenges have led to many rural schools being affected by
multi-grade teaching. Multi-grade classes have more than one grade in one classroom, usually
those grades that are close to each other. For instance, Grade R and Grade One learners will be
taught in one class by the same teacher. This research study therefore focused on teachers’
pedagogical content knowledge for teaching literacy in a multi-grade foundation phase class. The
teaching of reading in isiZulu Home Language was singled out as the literacy component to be
investigated.
Teachers at the foundation phase need to have a distinctive body of knowledge as they have to be
able to blend content in literacy and the appropriate methods of teaching each literacy
component. They need to understand how to organize each component of the content and how to
deliver it accurately to learners through appropriate methodologies. Moreover, it is imperative to
understand that it is a complex process for teachers to intersect content knowledge and
pedagogical knowledge. The process becomes even more complex for teachers who teach in a
multi-grade class. Reading as a literacy component was put under a particular lens as teaching
and assessing this literacy component in a multi-grade context is highly challenging.
This was an exploratory case study that was embedded in a qualitative research methodology. A
primary school from Ndwedwe Circuit in the KwaZulu-Natal province was purposively sampled.
Empirical data for this study were collected from this rural school because it was practising
multi-grade teaching in all phases. To collect the data, teachers teaching multi-grade classes were
interviewed using semi-structured interviews. Observations were also done during the teaching
process and relevant documents were analysed. The documents that were interrogated included
daily, weekly and monthly work plans, class timetables, and the school’s calendar. The findings
suggested that teachers relied on traditional methods of teaching as the context was complex and
beyond their professional capabilities. This study was therefore aimed at contributing to the
discourse of how teachers in rural contexts can be trained on multi-grade teaching in order to
provide them with appropriate pedagogical knowledge and skills that will empower them to
support teaching and learning across grades. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.
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O brinquedo na educação infantil: algumas reflexões do uso do brinquedo à luz da sociedade disciplinar foucaultianaSouza, Letícia Rodrigues de [UNESP] 19 August 2014 (has links) (PDF)
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000812456.pdf: 1324074 bytes, checksum: 705099cc80e627e1771f748332c45e16 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A importância dos brinquedos é temática que vem se evidenciando para a compreensão da aprendizagem infantil e os estudos de Michel Foucault estão cada vez mais se destacando para debater as problemáticas da educação. Partindo deste pressuposto, optou-se pela pesquisa de natureza qualitativa que foi realizada em uma Escola Municipal de Educação Infantil do interior de São Paulo, município de Rio Claro, envolvendo uma professora que trabalhava com crianças de quatro anos e os vinte cinco alunos desta turma. A partir da questão de pesquisa “Como se configura o papel do brinquedo para a formação das crianças na Educação Infantil acerca da sociedade disciplinar foucaultiana?”, procuramos identificar que posturas têm a professora que trabalha com a educação infantil no que se refere aos brinquedos à luz de questões caras para Michel Foucault. Para desenvolver este estudo, realizamos observações de campo, registros em diário, registros fotográficos, entrevista semiestruturada e análise documental. Os dados coletados foram organizados em quatro eixos de análises que buscaram atender os objetivos específicos da pesquisa: a) Temos uma escola disciplinar?; b) É hora de aprender ou é hora de brincar?; c) E os brinquedos para que servem?; d) Há possibilidades de transgressão na escola?. As análises, pautadas nas contribuições teóricas de Michel Foucault mostram que a escola de educação infantil, estudada neste trabalho, apresenta elementos elencados para disciplinar e formatar o corpo das crianças. Em linhas gerais, percebemos o uso dos brinquedos para controlar o comportamento dos alunos e também espaços de resistência a esse controle dentro deste ambiente escolar. Com relação aos brinquedos, notamos que há a necessidade de se aprofundar sobre seu potencial para ser utilizado como material pedagógico nas instituições de educação infantil / The importance of toys is thematic that has been showing to the understanding of children's learning and the studies of Michel Foucault are each time more if detaching to debate the problematic ones of the education. Under this assumption, one opted for the inquiry of qualitative nature that was carried out in a Municipal School of Early Childhood Education in the state of Sao Paulo, municipality of Rio Claro, involving a teacher who worked with children of four years and the twenty five students in this class. From the research question How to configure of the role of toy for the training of children in early childhood education concerning the Foucault's disciplinary society? We have tried to identify which positions have the teacher who works with early childhood education with regard to toys in accordance with important issues to Michel Foucault. To develop this study, we conducted field observations, daily records, photographic records, semi-structured interview and documentary analysis. The collected data were organized in four axes of analyses in order to achieve the research‘s specific objectives: a) We have a disciplinary school?; b) It's time to learn or is it time to play?; c) And the toys what are they for?; d) There are possibilities of transgression in school?. The analyses based on the theoretical contributions of Michel Foucault shows that early childhood education school, studied in this work, presents elements listed for disciplinary and format the body of children. In general, we noticed the use of toys to control student behavior and also spaces of resistance to this control within this school setting. With regard to toys, we note that there is a need to deepen on its potential to be used as pedagogical material within the early childhood education institutions
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