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.

Pflegesituationen sind durch Qualitäten und Atmosphären gekennzeichnet, die ihnen eine gewisse Grenzwertigkeit eintragen. Ihre Besonderheiten können in ästhetischen Pflegebildungsprozessen aufgegriffen werden, die ihrerseits vielstimmige Erzählungen ermöglichen und eine Bandbreite an Wahrnehmungs- und Artikulationsmöglichkeiten bieten. Besagte Potenziale bringen die Frage auf, wie die komplexen Verhältnisse zwischen Pflege, Ästhetik und Bildung gedeutet und konkretisiert werden können. Diesem Desiderat geht die Studie nach. Sie nimmt ausgewählte ästhetische Dimensionen sowohl des Pflegerischen als auch von Pflegebildungsprozessen mit überwiegend philosophischen Zugängen in den Blick. Damit schließt sie an die zunehmend artikulierte Bedeutung ästhetischer Bildungsarbeit im Feld der Pflege an. In diesem Rahmen thematisiert die Studie auch die konstitutiven Verortungs- und Darstellungsprobleme Ästhetischer Bildung. Sie werden als Herausforderung, aber auch als Chance angesehen und sind ein zentraler Beweggrund des gewählten Designs. Geleitet vom auf Hatch/ Maietta zurückgehenden Prinzip, Zwischenräume spielen zu lassen, leistet die Studie einen Beitrag zu Handlungs- und Forschungsfeldern der Disziplin Pflegedidaktik. Die besagte kinästhetische Idee wird als Metapher und pflegebildungsphilosophisches Prinzip rezirkuliert, was eine Deutung auf mehreren Ebenen ermöglicht. Dabei wird ein eklektischer Ansatz – die Bricolage im Sinne Lévi-Strauss´ – als Stil ästhetischen Forschens umgesetzt. Dies ermöglicht Denkbewegungen und Begriffsentwicklung im Zwischen der Bezüge. Zentrale Ergebnisse bestehen in der Hervorbringung mehrstimmiger Deutungs- und Artikulationsangebote Ästhetischer Pflegebildung. Diese weisen einen feldnahen Erfahrungs- und Situationsbezug auf. Getragen wird die dahingehende Argumentation von Metaphern und Bildgebungen sowie phänomenologischen und kritischen Perspektiven. Die Verschränkung dieser Zugänge zur Beleuchtung von ausgewählten Anlässen und Aussichten Ästhetischer Pflegebildung wurde bislang nicht geleistet. Die Studie bietet Impulse für eine phänomenologisch-kritische Philosophie Ästhetischer Pflegebildung, die durch ein Denken vom Zwischen aus getragen ist. In der Gesamtschau bietet sie theoretische und praktische Anregungen auf mehreren Ebenen. Sie enthält Handlungsempfehlungen und reflektiert überdies Chancen und Grenzen der Bricolage als Modus ästhetischen Forschens. Horizont dieser Forschungsarbeit sind überfällige gesellschaftliche Gewichtsverlagerungen zugunsten der Berufsgruppe Pflege sowie Carearbeit als gesellschaftlicher Praxis.:INHALT DANKSAGUNG I ABSTRACT III ZUSAMMENFASSUNG IV ABBILDUNGSVERZEICHNIS IX TEIL I EXPOSITION DER FORSCHUNGSINTERESSEN 1 1 ANNÄHERUNG UND KONSTITUTION ´VOM ZWISCHEN AUS´ 7 1.1 THEMENRELEVANZ UND HINTERGRUND 7 1.2 SITUIERUNG UND BEGRÜNDUNG DES VORGEHENS 10 1.2.1 Ästhetische Bildung: Eine kritische Annäherung 12 1.2.2 Situierung Ästhetischer Bildung im Zwischen 15 1.2.3 Vagheit der Themen als Beweggrund der Bricolage 18 1.3 ´ZWISCHENRÄUME SPIELEN LASSEN´ ALS LEITPRINZIP 20 1.3.1. Die kinästhetische Situation als Bezugsanker 21 1.3.2 Zum pflegebildungsphilosophischen Leitprinzip 24 1.4 DESIDERATE, FORSCHUNGSFRAGEN UND STRUKTUR DER ARBEIT 26 2 BRICOLAGE ALS SPIELART ÄSTHETISCHEN FORSCHENS 31 2.1 HINTERGRUND, PROZESSELEMENTE UND AUSPRÄGUNGEN DER BRICOLAGE 32 2.2 ZUM SELBSTVERSTÄNDNIS IM FORSCHUNGSPROZESS 37 2.3 NÄHERUNGSWEISEN AN DIE GEGENSTÄNDE ´VOM ZWISCHEN AUS´ 39 2.3.1 Metaphern und Bildgebungen 40 2.3.2 Essayistische und konstellative Gestaltungselemente 44 TEIL II DURCHFÜHRUNG DER BRICOLAGE 47 3 PFLEGE – ÄSTHETIK – BILDUNG 48 3.1 ZUR GRENZ-WERTIGKEIT DES PFLEGERISCHEN 49 3.1.1 Bildgebungen und Annäherung an pflegerische Grenz-wertigkeiten 50 3.1.1.1 ´Profit pflegt keine Menschen´/ ´Das hier ist nicht Hollywood´ 51 3.1.1.2 Pflegerische Grenzgänge als Problemfelder 57 3.1.2 Zu Pflege als Lern- und Bildungsgegenstand 58 3.1.3 Pflegedidaktik als grenzgängerische Disziplin 61 3.2 SPIELARTEN DES ÄSTHETISCHEN MIT BLICK AUF PFLEGE 64 3.2.1 Argumentationskontexte Ästhetischer Pflegebildung 66 3.2.1.1 Ausgewählte paradigmatische Orientierungen 67 3.2.1.2 Eine Studie als Beispiel herausfordernder Multiperspektivität 70 3.2.2 Zwischen Aisthesis und Ästhetik 73 3.2.2.1 Hintergrund und erste Eingrenzung 75 3.2.2.2 Zum Topos ästhetischen Wissens 77 3.2.2.3 Ästhetische Erfahrung als Moment des besonders Werdens 80 3.3 BILDUNG ALS ZWISCHENGESCHEHEN 86 3.3.1 Essayistische Annäherung 88 3.3.2 Doppelte Subjektivierung als regulative Idee 92 3.3.2.1 Hinführendes zum Subjektbegriff 94 3.3.2.2 Subjektivierung(en) im doppelten Situationsbezug 97 3.3.3 Bildgebung: ´Mit einem anderen Blickwinkel´ 101 3.4 KERNELEMENTE EINER ´DIRTY AESTHETICS´ 103 4 NEOPHÄNOMENOLOGISCHE BRICOLAGE 107 4.1 HINFÜHRUNG UND BILDGEBUNG 109 4.1.1 Vorbemerkungen und Kontextualisierung 111 4.1.2 Entstehungskontext des Bildes und aufkommende Fragen 113 4.1.3 Zwischen Eindruck und Ausdruck: A*´s erster Tag 115 4.2 PFLEGERISCHER MANNIGFALTIGKEIT BEGEGNEN 116 4.2.1 Situation – Körper – Leib 117 4.2.1.1 Zur Konstitution und Typisierung von Situationen 118 4.2.1.2 Die persönliche Situation 126 4.2.1.3 Zwischen Körper und Leib: Pflegerische Grenz-Wertigkeit 128 4.2.1.4 Leibliche Kommunikation(en) als Zwischengeschehen 132 4.2.2 Fassungen – spielerische Identifizierung 140 4.2.2.1 Pflegeberufliche Fassungen entwickeln 141 4.2.2.2 Spielerische Identifizierung als Form der Fassungsarbeit 144 4.2.3 Atmosphären – Konstellationen 147 4.2.3.1 Atmosphären zwischen Widerfahrnis und Gestaltungsaufgabe 148 4.2.3.2 Konstellationen als Ordnungsinstanzen mit Umschlagpotenzial 149 4.3 VERSCHRÄNKUNGSMÖGLICHKEITEN MIT PERSPEKTIVEN DER KRITISCHEN THEORIE 153 4.3.1 Verteidigung des Nichtidentischen/ Mannigfaltigen 156 4.3.2 Befragungsmöglichkeiten der kinästhetischen Situation 160 4.4 AUSGEWÄHLTE ANSCHLUSSMÖGLICHKEITEN 164 TEIL III REPRISE UND AUSBLICK 168 5 VERDICHTUNG, ERWEITERUNG UND EINLADUNG ZUR BRICOLAGE 169 5.1 VERDICHTUNG DER ERTRÄGE UND IMPULSE AUF UNTERSCHIEDLICHEN EBENEN 170 5.1.1 Begriffsentwicklung Ästhetischer Pflegebildung ´vom Zwischen aus´ 172 5.1.1.1 Bildungsanlässe zwischen Leib, Situation und Konstellation 173 5.1.1.2 Fassung(en) und Atmosphären als bildungsrelevante Einflussgrößen 175 5.1.1.3 Erweiterte und kritische Blickwinkel auf Ästhetische Pflegebildung 178 5.1.2 Verbindungslinien zu ausgewählten pflegedidaktischen Beiträgen 181 5.2 ERWEITERUNG UM ORTE UND HORIZONTE 183 5.2.1 Dritte Orte: Vergegenwärtigung(en) des Zwischen 184 5.2.1.1 Bewegungen zwischen Nähe und Distanz zum Pflegekontext 185 5.2.1.2 ´Who Cares´? Theater als Zwischenraum 187 5.2.2 Horizonte: Erweiterungsmöglichkeiten der gewonnenen Perspektiven 189 5.2.2.1 Impulse für hochschuldidaktische Kontexte und Pflegelehrendenbildung 191 5.2.2.2 Handlungstheoretische Impulse im Anschluss an die Bricolage 195 5.2.3 Ästhetische Pflegebildungsforschung: Einladung zur Bricolage 197 6 RÜCKSCHAU, REFLEXION DES PROZESSES UND AUSBLICK 202 6.1 NACHZEICHNUNG DES UNTERSUCHUNGSGANGS 202 6.2 KRITISCHE EINSCHÄTZUNG DES GEWÄHLTEN VORGEHENS 207 6.2.1 Reflexion anhand ausgewählter Gütekriterien 208 6.2.2 Abschließende Gedanken 212 6.3 FAZIT UND AUSBLICK: GESELLSCHAFTLICHE GEWICHTSVERLAGERUNGEN 213 LITERATUR 216 / Nursing care situations are characterized by qualities and atmospheres of a certain boundary value. Their unique character can be addressed in aesthetic nursing education processes, allowing for rich, polyphonic narratives and a range of options for extended perception and articulation. These potentials raise the question of how the complex interrelationships between nursing, aesthetics and education can be interpreted and concretized. The study pursues this desideratum. It highlights selected aesthetic dimensions of both nursing and nursing education processes with predominantly philosophical approaches. Thereby, it ties in with the increasingly articulated relevance of aesthetic educational work in the field of nursing. The study also takes a look at constitutive localization and representation issues in aesthetic education. They are considered not only as a challenge, but also as an opportunity and legitimize the chosen design. Guided by the principle of allowing intermediate spaces to play – a concept derived from Hatch/ Maietta – the study contributes to fields of action and research in the discipline of nursing didactics. The kinaesthetic idea is recirculated as a metaphor and principle of nursing education philosophy, allowing for interpretations on several levels. In doing so, an eclectic approach, the bricolage in the sense of Lévi-Strauss is conducted as a style of aesthetic research. It guides the movements undertaken between perspectives and allows for concept development in the interstice of references. The main result is a polyphonic sample of options to interpret and articulate selected meanings and questions of aesthetic nursing education. These readings entail a close experiential and situational reference to the field. The argumentation is supported by metaphors and imagery, as well as phenomenological and critical perspectives. An entanglement of these accesses in order to highlight the reasons for and prospects of aesthetic nursing education has not yet been achieved. The study offers impulses for a phenomenological and critical philosophy of aesthetic nursing education, thinking and processing from within. Overall, it provides theoretical and practical suggestions on several areas of the chosen field. Moreover, it entails recommendations and reflects on the opportunities and limitations of bricolage as a style of aesthetic inquiry. The Horizon of this research are overdue social weight shifts in favor of the nursing profession, but also of care work as a societal practice.:INHALT DANKSAGUNG I ABSTRACT III ZUSAMMENFASSUNG IV ABBILDUNGSVERZEICHNIS IX TEIL I EXPOSITION DER FORSCHUNGSINTERESSEN 1 1 ANNÄHERUNG UND KONSTITUTION ´VOM ZWISCHEN AUS´ 7 1.1 THEMENRELEVANZ UND HINTERGRUND 7 1.2 SITUIERUNG UND BEGRÜNDUNG DES VORGEHENS 10 1.2.1 Ästhetische Bildung: Eine kritische Annäherung 12 1.2.2 Situierung Ästhetischer Bildung im Zwischen 15 1.2.3 Vagheit der Themen als Beweggrund der Bricolage 18 1.3 ´ZWISCHENRÄUME SPIELEN LASSEN´ ALS LEITPRINZIP 20 1.3.1. Die kinästhetische Situation als Bezugsanker 21 1.3.2 Zum pflegebildungsphilosophischen Leitprinzip 24 1.4 DESIDERATE, FORSCHUNGSFRAGEN UND STRUKTUR DER ARBEIT 26 2 BRICOLAGE ALS SPIELART ÄSTHETISCHEN FORSCHENS 31 2.1 HINTERGRUND, PROZESSELEMENTE UND AUSPRÄGUNGEN DER BRICOLAGE 32 2.2 ZUM SELBSTVERSTÄNDNIS IM FORSCHUNGSPROZESS 37 2.3 NÄHERUNGSWEISEN AN DIE GEGENSTÄNDE ´VOM ZWISCHEN AUS´ 39 2.3.1 Metaphern und Bildgebungen 40 2.3.2 Essayistische und konstellative Gestaltungselemente 44 TEIL II DURCHFÜHRUNG DER BRICOLAGE 47 3 PFLEGE – ÄSTHETIK – BILDUNG 48 3.1 ZUR GRENZ-WERTIGKEIT DES PFLEGERISCHEN 49 3.1.1 Bildgebungen und Annäherung an pflegerische Grenz-wertigkeiten 50 3.1.1.1 ´Profit pflegt keine Menschen´/ ´Das hier ist nicht Hollywood´ 51 3.1.1.2 Pflegerische Grenzgänge als Problemfelder 57 3.1.2 Zu Pflege als Lern- und Bildungsgegenstand 58 3.1.3 Pflegedidaktik als grenzgängerische Disziplin 61 3.2 SPIELARTEN DES ÄSTHETISCHEN MIT BLICK AUF PFLEGE 64 3.2.1 Argumentationskontexte Ästhetischer Pflegebildung 66 3.2.1.1 Ausgewählte paradigmatische Orientierungen 67 3.2.1.2 Eine Studie als Beispiel herausfordernder Multiperspektivität 70 3.2.2 Zwischen Aisthesis und Ästhetik 73 3.2.2.1 Hintergrund und erste Eingrenzung 75 3.2.2.2 Zum Topos ästhetischen Wissens 77 3.2.2.3 Ästhetische Erfahrung als Moment des besonders Werdens 80 3.3 BILDUNG ALS ZWISCHENGESCHEHEN 86 3.3.1 Essayistische Annäherung 88 3.3.2 Doppelte Subjektivierung als regulative Idee 92 3.3.2.1 Hinführendes zum Subjektbegriff 94 3.3.2.2 Subjektivierung(en) im doppelten Situationsbezug 97 3.3.3 Bildgebung: ´Mit einem anderen Blickwinkel´ 101 3.4 KERNELEMENTE EINER ´DIRTY AESTHETICS´ 103 4 NEOPHÄNOMENOLOGISCHE BRICOLAGE 107 4.1 HINFÜHRUNG UND BILDGEBUNG 109 4.1.1 Vorbemerkungen und Kontextualisierung 111 4.1.2 Entstehungskontext des Bildes und aufkommende Fragen 113 4.1.3 Zwischen Eindruck und Ausdruck: A*´s erster Tag 115 4.2 PFLEGERISCHER MANNIGFALTIGKEIT BEGEGNEN 116 4.2.1 Situation – Körper – Leib 117 4.2.1.1 Zur Konstitution und Typisierung von Situationen 118 4.2.1.2 Die persönliche Situation 126 4.2.1.3 Zwischen Körper und Leib: Pflegerische Grenz-Wertigkeit 128 4.2.1.4 Leibliche Kommunikation(en) als Zwischengeschehen 132 4.2.2 Fassungen – spielerische Identifizierung 140 4.2.2.1 Pflegeberufliche Fassungen entwickeln 141 4.2.2.2 Spielerische Identifizierung als Form der Fassungsarbeit 144 4.2.3 Atmosphären – Konstellationen 147 4.2.3.1 Atmosphären zwischen Widerfahrnis und Gestaltungsaufgabe 148 4.2.3.2 Konstellationen als Ordnungsinstanzen mit Umschlagpotenzial 149 4.3 VERSCHRÄNKUNGSMÖGLICHKEITEN MIT PERSPEKTIVEN DER KRITISCHEN THEORIE 153 4.3.1 Verteidigung des Nichtidentischen/ Mannigfaltigen 156 4.3.2 Befragungsmöglichkeiten der kinästhetischen Situation 160 4.4 AUSGEWÄHLTE ANSCHLUSSMÖGLICHKEITEN 164 TEIL III REPRISE UND AUSBLICK 168 5 VERDICHTUNG, ERWEITERUNG UND EINLADUNG ZUR BRICOLAGE 169 5.1 VERDICHTUNG DER ERTRÄGE UND IMPULSE AUF UNTERSCHIEDLICHEN EBENEN 170 5.1.1 Begriffsentwicklung Ästhetischer Pflegebildung ´vom Zwischen aus´ 172 5.1.1.1 Bildungsanlässe zwischen Leib, Situation und Konstellation 173 5.1.1.2 Fassung(en) und Atmosphären als bildungsrelevante Einflussgrößen 175 5.1.1.3 Erweiterte und kritische Blickwinkel auf Ästhetische Pflegebildung 178 5.1.2 Verbindungslinien zu ausgewählten pflegedidaktischen Beiträgen 181 5.2 ERWEITERUNG UM ORTE UND HORIZONTE 183 5.2.1 Dritte Orte: Vergegenwärtigung(en) des Zwischen 184 5.2.1.1 Bewegungen zwischen Nähe und Distanz zum Pflegekontext 185 5.2.1.2 ´Who Cares´? Theater als Zwischenraum 187 5.2.2 Horizonte: Erweiterungsmöglichkeiten der gewonnenen Perspektiven 189 5.2.2.1 Impulse für hochschuldidaktische Kontexte und Pflegelehrendenbildung 191 5.2.2.2 Handlungstheoretische Impulse im Anschluss an die Bricolage 195 5.2.3 Ästhetische Pflegebildungsforschung: Einladung zur Bricolage 197 6 RÜCKSCHAU, REFLEXION DES PROZESSES UND AUSBLICK 202 6.1 NACHZEICHNUNG DES UNTERSUCHUNGSGANGS 202 6.2 KRITISCHE EINSCHÄTZUNG DES GEWÄHLTEN VORGEHENS 207 6.2.1 Reflexion anhand ausgewählter Gütekriterien 208 6.2.2 Abschließende Gedanken 212 6.3 FAZIT UND AUSBLICK: GESELLSCHAFTLICHE GEWICHTSVERLAGERUNGEN 213 LITERATUR 216

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.