Thesis (doctoral)--Universität, Bremen. / Includes bibliographical references (p. 485-542) and index.

Denna studie har till syfte att undersöka hur förskollärare upplever undervisningsbegreppet i förskolan. För att undersöka detta har data samlats in med hjälp av semi-/halvstrukturerade intervjuer med sex förskollärare samt analyserats utifrån kvalitativ analys. Fenomenologi, med inriktning på 'livsvärlden' ur Merleau-Ponty har varit den teoretiska utgångspunkten. Resultatet av studien visar att förskollärare inte är vana vid begreppet undervisning, trots kravet på undervisning i förskolan enligt skollag sedan 2010. Studien visar även hur förskollärare upplever att förskollärarutbildningen behöver ta upp undervisning mer i utbildningen för att nyexaminerade förskollärare ska kunna berika verksamheterna. Studiens största slutsats pekar på att förskollärare inte kommer förändra deras arbetssätt med undervisningsbegreppet utan endast hur de uttrycker sig kring sitt undervisningsarbete. De betonar vikten av förskolans tradition med lärandeprocesser, att det är dessa som skapar förutsättningarna för undervisning i förskola, att det är processen till lärande som är viktigast. / This study aims at investigating how preschool-teachers experience the concept of eduction in preschool. To investigate this, data has been collected using semi-/half-structured interviews with six preschool-teachers and analyzed based on qualitative analysis. Phenomenology, focusing on the 'life-world' of Merleau-Ponty has been the theoretical framework. The result of the study shows that preschool-teachers are not used to the concept of education, despite the requirement for education in preschools according to Swedish education-law since 2010. The study also shows how preschool-teachers perceive that preschool education needs to be taught more in education so that newly graduated preschool-teachers can enrich the daily operations. The main conclusion of the study indicates that preschool-teachers will not change their way of working with the concept of education, but only how they express themselves about their teaching work. They emphasize the importance of preschool's tradition of learning processes, that these are the ones that create the prerequisites for education in preschool, that it is the process of learning that is most important. / <p>Examensarbete i förskollärarprogrammet (210 hp)</p><p></p><p>Betyg: A</p>

The study "Preschool education. The unequally chance to the uniform quality and accessibility of preschool education and the consequences which result from" analyze the conditions of preschool education in terms of education policy and legislation in the Czech republic. The study deal with aspects, which contribute to the inequality in this area. Within the analisis, the six main reasons for the preschool education were identified. In the concrete: Problem of regional inaccessibility of preschool institution, the discrepancy between payment in the preschool institutions, the quality of pedagogue and the nubmer of children, who care for, the problem of curriculum and the quality of preschool institutions. The lack of information on the area of preschool education is also problem. Firstly, the area of preschool education should be more identified to its solution.

Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1979. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 59-68).

The submitted thesis is focused on lexical - semantic level of language in children in pre- school age. The focuses of thesis is on expressive and receptive vocabulary. The first part of thesis outlines the theoretical basis with using literature. It discusses the development of speech in terms of language levels, diagnose and develop of vocabulary and personality of preschool child. The practical part describes own research of vocabulary, which was carried out using the Test of expressive and receptive vocabulary, that was created on the basis of CREVT-2 foreign test and evaluates the level of vocabulary. The testing was realized in four kindergartens. The intact population of children in age 4, 5, 6 to 7 years was testing. Various age groups are compared with each other and they are investigated differences between them. The research part evaluates the level of expressive and receptive vocabulary of preschool children and should point out on importance of developing the vocabulary at this age.

This diploma thesis deals with reading literacy in preschool education. The thesis compares the reading literacy development in public and private education. The theoretical part of this thesis presents reading literacy - definition of the concept and subsequent delimitation in different age groups with specific focus on preschool age. Next, the theoretical part of the thesis discusses selected empirical studies in the field of reading literacy, both Czech studies and international studies. The thesis further focuses on functioning of public and private preschool institutions. At the end of the theoretical part of the thesis, reading is described in terms of contents of activities in preschool institutions. Empirical part of the thesis involves qualitative research that aimed to explore how reading literacy is developed in preschool children in public and private institutions. Data were obtained through semi-structured interviews with 10 participants: 5 teachers employed at state kindergartens and 5 teachers employed at private kindergartens. The obtained data were processed by the technique of open coding and analyzed using the method of card unloading. The research findings involve the comparison of reading literacy development in public and private preschool institutions. The results of the...

While visiting preschools in rural areas of the southern region of Ethiopia, I became aware of the early childhood education (ECE) problems that emanated from ECE policy and its implementation. The problems I observed included that the school building was not well constructed for it had broken doors and windows, unclean and narrow rooms and the school campus had not enough space to allow kids to play freely. In addition, there were no learning materials and playground facilities and teachers did not have qualifications at all. From my subsequent observations that I had made with other preschools in a rural area, I observed the same problems. This situation triggered me to carry out this research. The overall purpose of this study was to establish the nature of ECE policy implementation at school-based Grade R classes of schools in southern Ethiopia. To achieve this aim, I employed the qualitative descriptive design for it helped me to capture and describe in-depth views, perceptions, meanings and practices of ECE policy practitioners. The major theories that informed this study are maturation, learning and interaction theories that promote holistic development of children via ECE programmes. There were 38 purposively selected subjects who participated in the study. The findings of the study revealed that practitioners had a lack of knowledge about policy implementation and did not teach correctly in the classrooms. Teachers taught Grade R with inadequate material resources and support; there was a lack of policy guidelines, standards, common curriculum, teamwork and supervision. Based on the findings, I recommended an interaction model of policy implementation that integrates bottom-up and top-down approaches to promote positive and active interplay between the policy managers at the top and implementers at the local level. / Psychology of Education / D. Ed. (Psychology of Education)

The purpose of this study is to investigate how educators in preschool view teaching physics and how it is carried out together with the children. To find out about this, the study has been conducted with help of digital questionnaires where all educators in a medium-sized municipality in central Sweden have been given the opportunity to answer. The result shows that most of the educators in the municipality feel that they miss knowledge and competence in conducting physics education in preschool. It appears that the educators who have competence in physics, find it difficult to conduct the teaching further if they are “on their own” in the team with that competence. It also appears that many educators want conditions such as tips, inspiration and competence development in order to be able to conduct good physics education together with the children. When it comes to physics education in preschool, we see that educators find it challenging to integrate that sort of education into preschool everyday life. We can also see that educators feel that it is difficult to interpret the goals of the preschool curriculum with physics and natural sciences. It appears that there is not as much planned teaching as spontaneous teaching, because it is a challenge to conduct planned teaching. The physical phenomena that educators work with the most are water, magnetism and different seasons. Finally, we see that there is a great willingness on the part of educators to develop their knowledge in how to conduct good physics education together with the children at the preschool. / Syftet med denna studie är att undersöka hur pedagoger i förskolan ser på fysikundervisning och hur den genomförs tillsammans med barnen. För att ta reda på detta har studien genomförts med hjälp av digitala enkäter där alla pedagoger i en medelstor kommun i Mellansverige fått möjligheten att svara. Resultatet visar att pedagoger i kommunen upplever att de saknar kunskap och kompetens kring att bedriva fysikundervisning i förskolan. Det framkommer att de pedagoger som har kompetens i fysik, upplever det svårt att bedriva undervisningen vidare om ingen mer i arbetslaget har samma kompetens. Det framgår också att många önskar förutsättningar som tips, inspiration och kompetensutveckling för att kunna bedriva bra fysikundervisning tillsammans med barnen. När det gäller fysikundervisning i förskolan ser vi att pedagoger upplever det utmanande att integrera fysikundervisning i förskolans vardag. Vi kan också se att pedagoger känner att det är svårt att tolka målen i förskolans läroplan med kopplingar till fysik och naturvetenskap. Det framkommer att det inte bedrivs lika mycket planerad undervisning som det bedrivs spontan undervisning. Detta för att pedagoger upplever det som en utmaning att bedriva planerad undervisning. De fysikaliska fenomen som pedagogerna arbetar med mest är vatten, magnetism och årstider. Avslutningsvis ser vi att det finns en stor vilja hos pedagoger att utveckla sina kunskaper kring hur de ska bedriva bra fysikundervisning tillsammans med barnen på förskolan, samt att pedagoger vill ha en kontinuerlig kompetensutbildning.

Possibilities of multicultural approaches in kindergarten work. This thesis focuses on multicultural education and the possibilities of use in kindergartens in Cheb, where the teachers very often encounter children of other nationalities, in particular with children of Vietnamese parents coming to the Karlovy Vary region to pursue their business activities in this border region. The theoretical part highlights the increasing number of immigrants in the Czech Republic. The thesis explains the terminology relating to multicultural education and it also emphasizes its links with the Framework Education Programme and classroom education programmes. It places emphasis on the preparedness of teachers for multicultural education as well as their preparedness in the domain of child speech development and possibilities of helping children of different nationalities with learning Czech language. The practical part points out the focus on developing vocabulary and communication skills as one of the possibilities of multicultural approach of teachers and kindergartens. In addition, it presents the results of a pedagogical survey related to Vietnamese parents and their attitude to the need of learning Czech language by their children.

In the diploma thesis I concentrated on an approach of preschool teachers to children whose school attendance was postponed. Thesis is divided in two parts. In theoretical part I deal with a definition of school maturity and readiness, which are the basics to find child's troubles with postponement of school attendance. Then I delineate present situation in the Czech Republic - I define contemporary concept of preschools, I deal with compulsory school education and possibility of postponement of school attendance. In the last chapter of the theoretical part I concentrate on the approach of teachers and in sub-chapters I define activities and impact which they have. In empirical part I used a snowball sampling to approach some preschool teachers. Eleven teachers from Prague and Plzeň region have participated the research. After filling in questionnaires focused on individual children whose school attendance will be postponed, questions were adapted to the main research method - interview. Using thematical analysis I discovered various approaches of teachers to organizing forms of work, cooperation with parents, cooperation with specialists, documents in preschools, contemporary perspective of postponement of school attendance in the Czech Republic.