The purpose of the study is to describe how the relationship between preschool and parents is experienced in everyday life, and if there are differences based on the parents' gender. To study this, Sara Lawrence Lightfoot's sociological theory about the relationship between parents and school is used. With the support of Yvonne Hirdman's gender system, the gender perspective in the relationship is highlighted. First, parents were interviewed in groups. Then, their views were applied in the interview guide for individual interviews with preschool teachers. Through a thematic analysis became the conclusion that the relationship is perceived as mostly positive. Security, trust, individualization, good communication, consensus, authenticity are words that describe a good relationship according to the interviewees. This is achieved by prioritizing the relationship through physical meetings that are supplemented via digital platforms. There are tendencies that show that the relationship differs between mothers and fathers. Fathers tend to signal ignorance and disinterest in cooperation. For practical reasons, it is therefore easier for mothers to be responsible for the primary responsibility for a functioning everyday life. This means that preschool staff choose to contact mothers before fathers because that’s the easiest way to achieve the best for the children. / Syftet med studien är att beskriva hur relationen mellan förskola och föräldrar upplevs i vardagen, samt om det finns skillnader utifrån föräldrarnas kön. För att studera detta används Sara Lawrence Lightfoots sociologiska teori om relationen mellan föräldrar och skola. Med stöd av Yvonne Hirdmans genussystem lyfts genusperspektivet i relationen. Först intervjuades föräldrarna i grupp. Därefter applicerades deras synpunkter i intervjuguiden för individuella intervjuer med förskollärare. Genom en tematisk analys blev slutsatsen att relationen upplevs som mestadels positiv. Trygghet, tillit, individualisering, god kommunikation, konsensus, autenticitet är ord som beskriver en god relation enligt intervjupersonerna. Detta uppnås genom att prioritera relationen genom fysiska möten som kompletteras via digitala plattformar. Det finns tendenser som visar att relationen skiljer sig åt mellan mammor och pappor. Pappor tenderar att signalera okunnighet och ointresse för samarbete. Av praktiska skäl är det därför lättare för mammor att ha huvudansvaret för en fungerande vardag. Det innebär att förskolepersonal väljer att kontakta mammor före pappor eftersom det är det enklaste sättet att uppnå det bästa för barnen. / <p>2024-05-31</p>

I förskolan finns det barn som av olika anledningar har svårt i leken. Denna studie har i syfte att belysa hur ett organiserat arbetssätt kan främja och stötta de barn som har svårigheter i lek. Det arbetssättet är speciella lekgrupper. För att synliggöra hur arbetet med speciella lekgrupper kan organiseras har en kvalitativ studie genomförts. Semistrukturerade intervjuer genomfördes med sex pedagoger i två olika kommuner för att få pedagogernas uppfattningar om arbetet, samt urskilja eventuella möjligheter och utmaningar. Med hjälp av det sociokulturella perspektivet och de centrala begreppen; proximal utvecklingszon, medierande redskap och scaffolding, analyserades resultaten. I resultatet framkommer att leken har en väsentlig roll för barns utveckling samt att redskap och lekmaterial bidrar till samspel och en inkluderande lek. Pedagogerna har en närvarande roll som stöttar och stärker barnen i det sociala samspelet. Resultatet synliggör att arbetet med lekgrupper har sina utmaningar, såsom tid- och personalbrist. Pedagogerna lyfter flera fördelar och möjligheter med sitt arbete kring speciella lekgrupper. En slutsats är att det är av stor vikt att barn med svårigheter i lek får tillgång till en miljö där de med hjälp av omgivningen kan få stöttning i sin lekutveckling. / In Early Childhood Education and care (ECEC), there are children who, for various reasons, find it difficult to play. The purpose of this study is to highlight how an organized way of working can promote and support children who have difficulties in play. That way of working is special play groups. In order to make it visible how the work with special playgroups can be organized, a qualitative study has been carried out. Semi-structured interviews were conducted with six pedagogues in two different municipalities to get the pedagogues' perception of the work and to see any opportunities and challenges. Using the socio-cultural perspective and the central concepts; proximal development zone, mediating tools and scaffolding, the results were analyzed. The results show that play has an essential role in children's development and that tools and play materials contribute to interaction and inclusive play. The educators have a present role that supports and strengthens the children in the social interaction. The result makes visible that work with playgroups has its challenges, such as a lack of time and staff. The educators highlight several advantages and opportunities with their work around special playgroups. One conclusion is that it is of great importance that children with play difficulties have access to an environment where they can receive support in their play development with the help of the environment.

The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density suburbs. The data were content analysed. The findings of the study revealed that school heads incompetently managed the ECD curriculum. It was also revealed in the study that ECD policies existed in schools but some were not adhered to which impacted negatively on the quality of ECD programmes. Findings of the study also revealed that the components of a quality ECD programme which included; nutrition, health and safety, parental involvement, stakeholder involvement, guidance and counselling in ECD were compromised. The study showed that ECD personnel qualifications were varied. The study also revealed that teaching methods in ECD were all child-centred though some ECD parents and school heads criticised the play-way and child-centred method of teaching. Findings revealed that material, financial and human resources were scarce. It was concluded that the quality of ECD programmes in Harare primary schools was compromised. It was recommended that training of all stakeholders on ECD management and organisation would bring about a better understanding of ECD programmes, mounting staff development workshops on practical skills training in guidance and counselling of ECD children for ECD teachers, school heads and counsellors and, inviting parents as resource persons when teaching certain concepts would improve the quality of ECD programmes. Recommendations for further study were made / Educational Studies / D.Ed. (Psychology of Education)

There is a noticeable absence of studies reflecting the personal views and experiences of black British African Caribbean (BBAC) people as students and clinical participants in UK nursing careers. Previous research about their nursing career choices has always been reported as part of other mixed BME cohorts and migrant groups. Indications in the literature suggest that they were being actively discouraged by their families from choosing nursing as a career, because of their parents’ and grandparents’ negative experiences as migrant workers in the NHS, leading to very low or non-participation in the profession. This study set out to address this gap by giving them a distinct voice, independent of other cohorts. It explored the factors which influence their decision and their experiences, throughout a variety of life stages, from school through to university and into clinical practice. This was to identify whether the findings from earlier research are still relevant from their perspectives rather than that of their parents. Participants and schools in the study were recruited by purposive sampling, and data was collected in three phases, a pilot study phase, a survey phase and an interview phase. A quantitative and qualitative interpretive approach were adopted underpinned by a mixed methods design. Descriptive statistical analysis of the survey and qualitative content analysis (QCA) of the interview transcripts were utilised to enable interrogation of the data. Findings are discussed within the context of available empirical evidence, related policy perspectives and theoretical underpinnings. Four main themes emerged from the study, as specific influencing factors on their experiences. These are: careers advice and choice for nursing, support, discrimination/racism and personal resilience. The findings reveal that BBAC people receive little or no careers advice about nursing at any of their life stages. Consequently, they make uninformed decisions about modern nursing careers, leaving a gap in their knowledge. However, they are not discouraged from choosing nursing as a career, by their families. When they choose a nursing career, they are fully supported and encouraged by their parents and families, in order to survive as students and clinical practitioners. However, institutional support as students and practitioners is weak and very poor. Despite this, they do not intend to actively discourage their own children from making nursing a career choice. Racism, discrimination and racialisation remain core factors influencing their social, educational and other lived experiences, despite numerous equality legislation and implementation. These have a continuous negative impact on them as visible minority students and practitioners in the NHS. They respond to these negative experiences by developing personal resilience aided by strong social and cultural support provided by their families and community. These findings make a unique contribution to the knowledge base by giving BBAC participants their own distinct voice. This was achieved through listening to them at varied points in their life stages, from school through to university and as eventual professionals in nursing. This is important new knowledge, which has ensured a clear recognition of their personal perspectives, in their own voices. These insightful new observations are necessary to build a specific knowledge base about them and are very positive for future participation of BBAC people in nursing careers and the NHS. An adapted model for inclusive participation is proposed, based on the findings of the research.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-02-26T17:29:45Z No. of bitstreams: 1 BEATRIZ F?TIMA MENDES.pdf: 2409789 bytes, checksum: 1f8df97b394d57d21a7e943afbd7ae65 (MD5) / Made available in DSpace on 2018-02-26T17:29:45Z (GMT). No. of bitstreams: 1 BEATRIZ F?TIMA MENDES.pdf: 2409789 bytes, checksum: 1f8df97b394d57d21a7e943afbd7ae65 (MD5) Previous issue date: 2017-02-08 / The hereby research it?s about the relations of judicial decisions, wich determinate the registration of children in day care centers, and the teaching offered in those institutions. The discussed problematic it?s about the influence of judicial decisions wich compels the enrollment of kids from 0(zero) to 3(three) years old and the quality of childs education offered in those institutions because of overcrowded day care centers due to those decisions. The education it?s a fundamental subjective right, fundamental cause it?s a right inherent to the human being, subjective because it must be effective, there?s no room for discretion, the public power can?t decide if it?s going to offer education or not, it simply have to. The present paper?s goal is to analyse the envolved subjectives produced senses for the colocation of children in city?s day care centers, especial in the city of Campinas/SP, due to judicial decisions. The importance of offering a quallity child?s education justifies the present search?s importance, cause it means to propiciate the subjects reflexion in the way to improve the quallity of child?s education offered in day cares. For the present researche?s achiviement were used as tools the search off data related to the amount off judicial decisions determinating the registration of children in day cares in the city of Campinas/SP in the past years, semi structured interviews with the following subjects: day care professionals (teacher and director), day care pupil?s father, youth and education prosecutor in Campinas County and the youth judge in Campinas County; beyond those interviews it was made a visit in loco in one of municipal day care centers of Campinas/SP, to evaluate the center?s phisycal structure. In the making of research?s relyzation it was possible to observe that judicial decisions determinating kid?s enrollment in Campinas/SP day cares grew in the past years, however, the youth judge keeps determinating the children?s registration in day care centers, for the child?s education it?s a children?s right, and due to it the day care?s become over crowded. In an over crowded enviroment the professional work conditions and the quality of child?s education offered to kids from 0(zero) to 3(three) years old become compromised. / A presente pesquisa trata da rela??o das decis?es judiciais, que determinam as matr?culas das crian?as nas creches, e o ensino oferecido nestas institui??es. A problem?tica discutida ? a influ?ncia das decis?es judiciais que obrigam as matr?culas as crian?as de zero a tr?s anos nas creches e a qualidade da educa??o infantil oferecida nestas institui??es em raz?o da superlota??o gerada por essas decis?es. A educa??o ? um direito fundamental subjetivo; fundamental porque ? um direito inerente ao ser humano, subjetivo porque ele tem que ser efetivado, n?o h? margem para discricionariedade, o Poder P?blico n?o pode decidir se vai ou n?o oferecer a educa??o, ele simplesmente tem que oferecer. O presente estudo tem como objetivo analisar os sentidos produzidos pelos sujeitos envolvidos na coloca??o das crian?as nas creches municipais, especialmente no munic?pio de Campinas/SP, em raz?o das decis?es judiciais. A import?ncia do oferecimento de uma educa??o infantil de qualidade justifica a relev?ncia da presente pesquisa, pois ela pretende propiciar a reflex?o dos sujeitos no que se refere ? necessidade de uma melhoria na qualidade da educa??o infantil oferecida nas creches. Para a possibilidade da realiza??o da presente pesquisa foram utilizados como instrumentos busca de dados relativos ? quantidade de decis?es judiciais determinando as matr?culas das crian?as em creches no munic?pio de Campinas/SP nos ?ltimos anos, entrevistas semiestruturadas com profissionais de creche (diretor e professor), pai de aluno de creche, Promotor de Justi?a atuante perante a Vara da Inf?ncia e da Juventude ? Educa??o da Comarca de Campinas/SP e Juiz da Vara da Inf?ncia e da Juventude da Comarca de Campinas/SP; al?m das entrevistas, foi realizada visita in loco em uma das creches municipais de Campinas/SP para avaliarmos a estrutura f?sica do local. No curso da realiza??o da pesquisa foi poss?vel observar que o n?mero de decis?es judiciais determinando as matr?culas das crian?as em creches do munic?pio aumentou nos ?ltimos anos, no entanto, o Juiz da Vara da Inf?ncia e Juventude determina as matr?culas das crian?as, pois a educa??o infantil ? um direito da crian?a, e isso gera uma superlota??o nessas institui??es educacionais. Em um ambiente superlotado as condi??es de trabalho dos profissionais e a qualidade da educa??o infantil oferecida ?s crian?as de zero a tr?s anos ficam comprometidas.

The diploma thesis deals with the issue of dying and death within the job of a nurse. Nurses very often see dying and death. Death rate also depends on type of the ward. A healthy person usually does not think about death, but being ill one is uncertain and starts to ask many questions, which may also include questions about dying and death. Meeting a dying person is psychically demanding for the medical staff as well as for the family, friends and the dearest. The medical workers are expected to be professional and empathic. It is a question if the nurses are prepared to face the death and if they can cope with the physical and psychical stress. Long-term excessive psychical stress may result in numerous diseases. A nurse must know how to avoid such negative impacts. The theoretic part of the thesis describes the present status, explains specificities of palliative treatment within intensive care, within care for chronically ill patients and in paediatrics, it specifies attitudes and their functions in connection with difficult life situations. Furthermore, the theoretical part deals with psychical stress imposed on nurses in connection with dying and rules of communication in a multi-disciplinary team within palliative care. There are four objectives of the thesis. The first objective is to find out whether nurses feel ready to meet death after finishing qualification studies. Another objective is to find out whether death rate in the workplace affects psychical stress imposed on the nurses and their attitude to death. The third objective is to find out whether the nurses think that the information and experience gained during studies affected their attitude to death and professional skills of care for dying patients. The research part made use of quantitative research. Data collection was made through anonymous questionnaires. Respondents answered 35 questions. Out of that, 17 questions were closed and 18 questions were semi-closed. The research survey was completed with statistical survey. Nurses, who work in wards with higher risk of death, were contacted. We have made up four hypotheses. H1: Nurses? attitude to death depends on the level of education was not confirmed. The results of research and statistic survey showed that there is no difference in attitude in connection with the level of education reached. H2: Nurses? attitude to death depends on experience with death in personal life was not confirmed either. The respondents? answer showed that their attitude to death is mostly influences by experienced acquired in practice. H3: Death rate reduces psychical stress of nurses, was confimed. The respondents said they had still the same feelings and at most they answered that they did not feel anything, or they did not think about their feelings and they consider the death to be a part of their occupation. H4: Subjective readiness of nurses to meet death does not depend on finishing of qualification studies, but it depends on exeprience acquired in practice. The last hypothesis was confirmed by research and statistic survey, as well. The research and tests of hypothesis have revealed that sufficient attention has not been paid to the issue of care for dying patients within studies. Nurses acquire their experience mostly in practice. Furthermore, the survey showed that it is an important thing to teach the nurses to communicate effectively and to feel empathy. The conclusion, that nurses are more stressed with conflicts at the workplace, bad inter-personnel relationships, low wages than with care for dying patients, is alarming . Thus the labour force is wasted unnecessarily and it is obvious that the occupation of a nurse has not been appreciated properly, yet. Such factors influence quality of the work done and may cause the burn-out syndrome.

The thesis is focused on problematics of psychological deprivation in childhood and in old age. Theoretical part reflects Langmeier/Matějček theory of psychological deprivation in childhood, old age and the problematics in terms of philosophy of education. The practical part is and effort to apply developmental psychological theory in childhood to the period of old age. In conclusion the valid assumptions are formed. Those justify to formulate the hypotheses about the analogy between the psychological deprivation in childhood and in old age and the possibilities of education for their prevention and remedy, as materials for the qualitative research. Its outcomes could result in improving the current model of institutional care of the elderly persons and validate legitimacy of the pedagogical accompaniment in the stages of their way of life and so far unappreciated importance of existentialist conception of education.

This diploma thesis deals with an issue of a support of an early-age child in pre-school education in Denmark and Germany. The aim of the thesis is to analyse framework conditions as well as used approaches of pre-school institutions in early-age children adaptation in pre-school institutions in Germany and Denmark. The thesis is divided into two parts. The theoretical part deals with pre-school education in context with the systems in Denmark and Germany, with the characteristics of educational systems in these countries, an early-age child development and an issue of an early-age child adaptation in a pre-school institution. The aim of the empiric part of the thesis is to analyse the conditions, personnel securing and adaptation programmes usage in three selected foreign pre-school institutions. The empiric part provides the aims of the research, research questions and methods that were used in the research construction. Furthermore, it specifies three selected pre-school institutions (one in Denmark, two in Germany), characterises their space and material conditions and daily timetables for early-age children. Then it compares gathered information on basis of which it evaluates the given research questions. There are two research goals set in the diploma thesis. It surveys how is an adaptation...

This diploma deals with the care of vulnerable children in the Czech Republic and in the domeins of foster care and residential care. The main emphasis is in the views of the actors involved and their perception of children, parents, foster parents and applicants for adoption in the space between the biological family, institution and foster care. This thesis attempts to describe the causes of the long stay of children in institutional care, according to some participants. The main methods are interviews with key stakeholders who are selected on the basis of rapid analysis of stakeholders. The research questions are at work identifying the main causes and sub-system problems from the perspective of actors, is devoted to their interest and proposed solutions. Theoretical basis are the stakeholders and their roles, how their behavior, relationships, roles and interests affect the functioning of the system and resolve the problem. Developmental psychology and socialization of individuals are used to explain the problem. The diploma describes the current state of the system of care for vulnerable children in the Czech Republic, family policy and outlined the proposed solutions of the Ministry of Labour and Social Affairs, considerable space is devoted to temporary foster care for the person and social worker.

The doctoral thesis focuses on the development of preschool education in Germany. It was composed using the tools of comparative education research especially the qualitative research paradigm. It aims to analyze the contemporary reforms of the pre-primary education in Germany. The research design stands on a case study, which is based on the document content analysis method, semi-structured interviews with experts, and participating observation. The research has focused on the system settings in preschool education, as well as on ongoing reforms itself. The study outlines the development of pre-school institutions, external conditions and the possibility of managing preschool education in Germany. It provides an analysis of curricula documents as well as the insight into current alternative models and innovative approaches in preschool education. Also it elaborates the topic of contemporary situation in teaching staff and the trends in his training, and finally identifies the current reforms, trends and challenges in preschool education in Germany. Germany has implemented in the last 15 years a series of reforms relating to the settings of conditions in preschool education both at the national and state level. These reforms reflect specific regional features of individual federal states, but at...