Made available in DSpace on 2014-06-11T19:24:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-08-19Bitstream added on 2014-06-13T19:10:47Z : No. of bitstreams: 1 oliveira_js_me_rcla.pdf: 3331279 bytes, checksum: 7201402bea7aa9a25dc374e79a5c1d56 (MD5) / Esta pesquisa, financiada pela Coordenação de Aperfeiçoamento de Nível Superior (Capes), caracteriza e analisa o Programa Bolsa Creche e as condições de oferta de ensino em instituições públicas municipais e privadas concessionárias no município paulista de Limeira. O intuito é trazer novos elementos para a discussão sobre o atual processo de privatização do ensino, considerando os novos arranjos entre o poder público municipal e instituições privadas com fins lucrativos para a oferta de educação infantil. São analisados, no âmbito do sistema municipal de educação, os documentos relativos à autorização de funcionamento das instituições e à regulação das condições de oferta, a fim de identificar as justificativas para a opção pela política de conveniamento/ parceria; e, no âmbito das instituições de ensino, é verificado como os Indicadores da Qualidade na Educação Infantil se aplicam a escolas privadas concessionárias e a uma escola pública municipal. Para desenvolver e subsidiar o estudo proposto, além do levantamento teórico referente ao tema da pesquisa, foram realizadas observações nas instituições educacionais, entrevistas, análise documental e avaliação das instituições por meio dos Indicadores da Qualidade na Educação Infantil. Os dados obtidos revelam que o Programa Bolsa Creche foi implementado como uma ação paliativa para resolver o problema da falta de vagas nas creches. Apesar disso, o programa ainda se mantém e o problema da falta de vagas permanece. As instituições educacionais levadas em conta apresentaram diferenças entre si, seja na organização para fazer a avaliação, seja na infraestrutura, nos materiais, na formação e nas condições de trabalho dos profissionais. Na escola pública municipal... / This research, funded by the Improvement Coordination of Higher Education (Capes), characterizes and analyzes the Nursery Scholarship Program and the supply conditions of education in public and private partnership institutions in the municipality of São Paulo - Limeira. The aim is to bring new elements to discussion on the current process of education privatization, considering the new arrangements among municipal and private profit-making institutions for the provision of early childhood education. It has been analyzed within the municipal system of education, the documents relating to the authorization for the functioning of institutions and the regulation of the supply conditions in order to identify the reasons for choosing the convening/ partnership policy and, within the institutions of education, it is seen how the Indicators of Quality in Early Childhood Education apply to private partnership schools and a public school. To develop and support the proposed study, besides the search on the topic of theoretical research, observations were made in educational institutions, interviews, documental analysis and evaluation of institutions by the Indicators of Quality in Early Childhood Education. The data reveal that the Nursery Scholarship was implemented as a palliative action to solve the problem for the lack of vacancies in kindergartens. Nevertheless, the program still remains and the problem for the lack of vacancies continues. The educational institutions researched differ among them, either in the organization to do the assessment, or in infrastructure, materials, training and working conditions for the professionals. In the public school, the professionals were more engaged than the private partnership schools, and the institution has submitted the best offer conditions. Regarding the evaluation, it became clear that some factors... (Complete abstract click electronic access below)

Orientador: Raquel Fontes Borghi / Banca: Regiane Helena Bertogna / Banca: Teise de Oliveira Guaranha Garcia / Resumo: Esta pesquisa, financiada pela Coordenação de Aperfeiçoamento de Nível Superior (Capes), caracteriza e analisa o Programa Bolsa Creche e as condições de oferta de ensino em instituições públicas municipais e privadas concessionárias no município paulista de Limeira. O intuito é trazer novos elementos para a discussão sobre o atual processo de privatização do ensino, considerando os novos arranjos entre o poder público municipal e instituições privadas com fins lucrativos para a oferta de educação infantil. São analisados, no âmbito do sistema municipal de educação, os documentos relativos à autorização de funcionamento das instituições e à regulação das condições de oferta, a fim de identificar as justificativas para a opção pela política de conveniamento/ parceria; e, no âmbito das instituições de ensino, é verificado como os Indicadores da Qualidade na Educação Infantil se aplicam a escolas privadas concessionárias e a uma escola pública municipal. Para desenvolver e subsidiar o estudo proposto, além do levantamento teórico referente ao tema da pesquisa, foram realizadas observações nas instituições educacionais, entrevistas, análise documental e avaliação das instituições por meio dos Indicadores da Qualidade na Educação Infantil. Os dados obtidos revelam que o Programa Bolsa Creche foi implementado como uma ação paliativa para resolver o problema da falta de vagas nas creches. Apesar disso, o programa ainda se mantém e o problema da falta de vagas permanece. As instituições educacionais levadas em conta apresentaram diferenças entre si, seja na organização para fazer a avaliação, seja na infraestrutura, nos materiais, na formação e nas condições de trabalho dos profissionais. Na escola pública municipal... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research, funded by the Improvement Coordination of Higher Education (Capes), characterizes and analyzes the Nursery Scholarship Program and the supply conditions of education in public and private partnership institutions in the municipality of São Paulo - Limeira. The aim is to bring new elements to discussion on the current process of education privatization, considering the new arrangements among municipal and private profit-making institutions for the provision of early childhood education. It has been analyzed within the municipal system of education, the documents relating to the authorization for the functioning of institutions and the regulation of the supply conditions in order to identify the reasons for choosing the convening/ partnership policy and, within the institutions of education, it is seen how the Indicators of Quality in Early Childhood Education apply to private partnership schools and a public school. To develop and support the proposed study, besides the search on the topic of theoretical research, observations were made in educational institutions, interviews, documental analysis and evaluation of institutions by the Indicators of Quality in Early Childhood Education. The data reveal that the Nursery Scholarship was implemented as a palliative action to solve the problem for the lack of vacancies in kindergartens. Nevertheless, the program still remains and the problem for the lack of vacancies continues. The educational institutions researched differ among them, either in the organization to do the assessment, or in infrastructure, materials, training and working conditions for the professionals. In the public school, the professionals were more engaged than the private partnership schools, and the institution has submitted the best offer conditions. Regarding the evaluation, it became clear that some factors... (Complete abstract click electronic access below) / Mestre

High drop-out rates in the sub-standards in developing countries prompted the researcher to investigate preschool education in first and third world countries, and attend to the related problem of school readiness. The rapidly expanding Educare preschool project in the rural area ot Keiskammahoek in Ciskei was investigated as an example ot community-based low-cost preschool education. A final sample of 41 children who had attended Educare Centres were matched to a control group on age, sex, primary school (where possible), and breadwinner's occupation. The Abbreviated Aptitude Test for School Beginners (standardised on Xhosa-speaking school beginners) was used to test tor significant differences between the two groups six to seven weeks atter school entry. A t-test was used on raw scores and chi-squared tests on staves. No signiticant difference was found between the means of the experimental and control groups. On a subjective rating scale for general-linguistic development and socio-emotional adjustment, no significant difference between means of the experimental and control groups was found. The experimental group's tailure to perform better than the control group, could be ascribed to various reasons, amongst others, the possible shortcoming that the pairs were not matched on intelligence, severe lack ot equipment in Educare Centres, large numbers of children in the majority of groups, uniform programmes for a wide age range, irregular attendance ot children, the low level of training of supervisors and poor home conditions. Scholastic abilities of school beginners in the Keiskammahoek District, as tested, were poor. Results deviated grossly from standardised norms. The expected percentage for the combined categories Very Weak and Weak is, tor instance, 31%; in this investigation, however, 73% of the testees fell in these two classes. Chronologically older children generally performed better. A highly significant difference existed between testees under six years and those over six years. This investigation indicated the need for better organised preschool education in rural areas in Ciskei. proposals with substantial financial implications are: Better training of para-professional staff by qualified staff. Training of qualified staff to provide expertise in preschool education in Ciskei. Provision of sufficient educational materials by Government subsidies and private sponsors. Institution of bridge classes by the Ciskei Department of Education to promote school readiness. Suggestions without financial implications include: An investigation of regulations regarding entrance age for basic education. Only in exceptional cases should children under six be admitted. Daily programmes in Educare Centres geared towards learning readiness without becoming academic. An age limit of three years for admittance to Educare Centres. Very young children should be catered for separately. Liaison between Sub A teachers and Educare staff. / Adobe Acrobat 9.53 Paper Capture Plug-in

The increasing diversity of the U.S. population presents a challenge to providers of early intervention services to infants and toddlers with disabilities, and their families. Information is needed about the cultural contexts of families with infants with disabilities which is currently lacking in the literature in special education. Using ethnographic methods of participant observation, in-depth interviews, and field notes, with member checks and peer debriefing for establishing trustworthiness, this study gathered information about the context of parenting an infant with developmental disabilities in Cork, Ireland during 1993. The primary respondents for this study were sixteen mothers of children between the ages of twelve and forty months, who had recently received a diagnosis which implied some degree of developmental disability. The findings reveal a process of adaptation and coping by the respondents that was informed by their cultural beliefs following their infant's diagnosis. A conceptual framework that described this process was proposed after being constructed during inductive data analysis. Within this framework, a three stage process of adaptation was identified. Specifically, the most salient aspects of the Irish culture that affected these mothers' adaptation were cultural models of motherhood, rules about not talking about problems and needing to "get on with it", and a need to address problems in the present without trying to predict the future. The clarity of the infant's diagnosis was directly related to the respondent's rate of adaptation. The respondents described their ability to cope with a profound strength and conviction that reflected their perceptions of self-reliance, optimism, and competence. The results of this study indicate the critical role and influence of culture on coping and adaptation in parents of children with disabilities. The implications of these findings for policy, research and practice in early intervention are presented.

This study investigated the successful outcomes and practices, the problems and the system of evaluation of the Parent Involvement program of the Follow Through models. The purposes of this research were to describe parent involvement in Follow Through and to utilize these data to formulate an ideal parent involvement program for an early childhood center. One instrument, a questionnaire, was developed to collect the data. The questionnaire consisted of 37 items with two main sections on successful outcomes and practices, and problems in parent-child relationships, parent-school relationships, and in parent-community relationships, and evaluation of parent involvement. Findings reveal that parent involvement in Follow Through has been successful. Successful outcomes in parent-child relationships, successful outcomes in parent-school relationships, and successful outcomes were found in parent-community relationships.

The purpose of this study was to examine the provision of physical, occupational and speech therapy services and restrictiveness of settings for programs for children, 3-5 years old, with disabilities by North Carolina school districts. Public and federal school systems in North Carolina were participants in the study. A survey research design was utilized to collect information from school districts. In addition to examining implementation of related service and least restrictive environment requirements in the Individuals with Disabilities Education Act (IDEA), possible effects of district size was also explored relative to the provision of preschool services. Also examined was whether differences existed between the public and Department of Defense federal school systems. Data from surveys received from North Carolina Exceptional Children Program Administrators were used to illustrate that not all school districts provided all necessary therapy services to preschoolers with disabilities. Occupational therapy was the most reported therapy not provided to children identified as requiring the service. The primary reason for not providing therapy was a shortage of appropriate personnel. / Ed. D.

The primary purpose of this study was to determine whether commercially available software, modified with enhanced dialogue from instructors, could improve discourse skills in Head Start students over improvements obtained without enhanced instructor dialogue, and over improvements of ordinary classroom instruction. Additional information about modifying software or designing new software to improve discourse skills was investigated. Ninety-three students in five Head Start classes of 4- year-olds were tested on the Preschool Language Assessment Instrument (PLAI) and the Peabody Picture Vocabulary Test- Revised (PPVT-R). Students within each of the five classes were matched on scores from the PLAI and the PPVT-R and then randomly assigned to one of three conditions: (a) software with enhancement, (b) software alone, or (c) control condition. Five student speech-language clinicians worked with the students assigned to the computer-aided conditions. The third group of students received normal instruction from the Head Start staff. Following a treatment period of 3 months, a repeated measures analysis of variance (ANOVA) was used to analyze pretest/posttest PLAI and PPVT-R scores of the Head Start students (N=78). No significant group differences were found for treatment. Significant group differences were found for time. Qualitative analysis from anecdotal records and a user response survey provided additional information about the computer-assisted program and the speech and language of the students in the two computer conditions. The records and clinician survey also suggested how the software could be modified or new software designed to improve discourse skills in young children. The concept of scaffolding was applied to the two computer-aided conditions used in this study. Selected examples from the spontaneous speech of students during computer training sessions demonstrate the relationship between scaffolding instruction and the computer-assisted condition, software with enhancement (CAI+). A theoretical framework which follows from this relationship is suggested. Implications for the use of software with enhancement by non-communication specialists with the speech-language clinician in the role of consultant are provided. / Ed. D.

The purpose of this study was to assess the effects of structure in instructions and materials on preschool children’s creativity as measured by a drawing task. Subjects were twenty children from a traditional laboratory preschool, and twenty from a Montessori program. The children, ranging in age from forty-eight months old to seventy-one months old, were assigned to four experimental groups (A/B/C/D). Each group was exposed to four treatments consisting of: Structured Instructions-Structured Materials; Structured Instructions-Unstructured Materials; Unstructured Instructions-Structured Materials; Unstructured Instructions-Unstructured Materials. The order of treatment was determined by the group. The results indicated that the Montessori and Laboratory subjects differed significantly on baseline originality, (Montessori, M = 2.1, SD = 1.61; Laboratory, M = 5.25, SD = 2.09), thus baseline originality scores served as a covariate. Results indicated no significant differences for treatment between children from the two schools, or between the groups on originality scores. Results indicated an order effect for treatment for Montessori group B, which had a significantly higher mean. / Master of Science

No description available.

Through document analysis, one-on-one interviews with parents, and observations the researcher aimed to explore early intervention in pre-school children with learning difficulties in Grahamstown, Eastern Cape. The researcher set out to determine whether parents were aware of the importance of early intervention in addressing learning difficulties in their children, what support existed to help parents give support to children with learning difficulties, and how support could be improved to enable parents to help their children. This study found that parents in Grahamstown, Eastern Cape needed support that would enable them to provide early intervention for their children with learning difficulties. The study also showed that parents were aware of the importance of early intervention to help their children with learning difficulties. Most parents were receiving support, but there was room for improvement in the support that they were receiving. Flowing from this, the study also found that parents needed different forms of support, e.g. emotional and financial support. Based on the findings, recommendations were made. Recommendations were aimed at improving support for parents, so they can provide successful early intervention for their pre-school children, e. g. through the creation of open channels of communication between parents and other role players, like government departments and service providers. Recommendations were also made for future research, e. g. research into ways to create open channels of communication. / Inclusive Education / M. Ed. (Inclusive Education)