No description available.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 120-132).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 120-132). Also available in print.

Die Dissertation beschäftigt sich mit dem gesellschaftlichen Auftrag an Kindertagesstätten zur Kompensation von Chancenungerechtigkeit im Aufwachsen und dem Stand der Umsetzung in Dresden. Zunächst wurde herausgearbeitet, welche Leitideen einem solchen Chancenausgleich zugrunde liegen, sowie eine spezifisch kindzentrierte Sozialraumanalyse angefertigt. Danach wurde analysiert, welches Wissen zur Umsetzung der Leitideen die gängigen Kita-Ausbildungen vermitteln. Mittels einer eigenen Erhebung unter 150 ErzieherInnen wurde der Frage nachgegangen, inwieweit Kita-Fachkräfte unterschiedlicher Berufsabschlüsse divergente Prioritäten hinsichtlich der Umsetzung der Leitideen setzen und ob sich ihre Sicht auf die gesellschaftliche Anerkennung nach Sozialraumkategorien unterscheidet. Ergänzend wurden 36 Experteninterviews zur Außenwahrnehmung der Kita-Arbeit durchgeführt. Die Arbeit bezieht sich auf den kulturtheoretischen Ansatz Bourdieus.

The developmental appropriateness of the English language arts essential elements for kindergarten children in the State of Texas was evaluated by surveying the opinions of thirty-six kindergarten teachers in one school district. A questionnaire was developed using the essential elements so that respondents could record a yes or no opinion and supply additional comments on each essential element. Ninety-seven percent of the teachers responded. The results indicated rates of agreement for developmental appropriateness by the teachers surveyed to be 100% for language, 95% for listening, 94% for speaking and reading and 81% for writing.

This project begins by looking at kindergarten from a historical perspective. It reviews research relating to all-day kindergarten and half-day kindergarten programs. It demonstrates that increased instructional time is beneficial especially for those low-achieving or disadvantaged students.

This thesis analyzes the current state of the selected Kindergarten. Based on the analysis made a proposal to extend kindergarten, due to lack of capacity building. The thesis is designed to address deficiencies occurring in kindergarten. It created a proposal to extend the new kindergarten class together with the calculation of the costs incurred and revenues.

There is a high rate of academic failure among disadvantaged preschool and post preschool students in some school districts in Virginia, yet little is understood about the relationship between education models and academic performance among economically disadvantaged students (EDS). The problem explored is the absence of classroom exercises in pre and post preschools that capitalize on cognitive development to improve executive function (EF) and self-regulation (SR) skills. The purpose of this study is to understand if a change in current classroom practices impacts academic performance among low-income students. Narrative policy serves as a theoretical guide in this qualitative case study that focused on the perceptions of principals, teachers, and administrators regarding best practices for preschool and post-preschool students and, secondly, how teachers implement classroom exercises to capitalize on the development of executive function and self-regulation skills among economically disadvantaged students. All data were inductively coded and then subjected to a thematic analysis procedure and included archived school report cards, preschool enrollment, and semi structured interviews with 3 former teachers now serving as administrators who supervise classroom activities. Findings indicate that best practices for EDS were a responsive classroom approach to correct disruptive behavior while developing mental capacity and simultaneously capitalizing on exercises to improve EF and SR skills in a classroom environment. Implications of social change begin with the empowerment of students, teachers, and administrators. Policy recommendations for social change include mandating two years of high-quality preschool for EDS as well as pursuing policies supporting SR and EF skills.

The paper aims to examine how the specific conditions in forest kindergartens may affect motor development of young children and to identify other daily life factors that may have an impact on motor development. A test of motor skills was used to compare results of children from forest schools and regular kindergartens. The work is based on theoretical knowledge about children's motor development, motor skills and abilities and various ways to test them. A set of motor tests was compiled to measure the level of motor skills in both types of kindergartens. The theoretical part provides the reader with characteristics of both types of schools to show how the conditions may vary and assess the differences. The comparison of the results of the tests shows that natural conditions for physical activities in forest kindergartens do not lead to better results in motor skills tests. The parents of participating children were given a questionnaire and the provided answers were then compared with the children's performance in the tests. This method proved that neither time actively spent with parents nor exercising in extracurricular activities have a significant effect on the motor level development of children. Key words Forest kindergarten, regular kindergarten, motor development, motor skills and abilities

Students who attended preschool in an urban Michigan district are not entering kindergarten with the necessary skills. The preschool implemented the HighScope curriculum and the effect of this curriculum on kindergarten readiness was unknown. The purpose of this causal-comparative study was to investigate the difference in kindergarten readiness scores of students who attended a preschool before and after the High Scope curriculum was implemented. The pedagogical practices of preschool and the HighScope curriculum align with Dewey and Vygotsky's theories on experiential learning which were the foundation that guided this causal comparative study. The research questions examined preschool letter identification and sound identification, kindergarten letter identification and sound identification, and end of kindergarten reading level for students before and after the HighScope implementation. A MANOVA was used to examine ex post facto scores of the preschool and kindergarten Michigan Literacy Progress Profile and kindergarten end of the year Fountas and Pinnell Benchmark Assessment reading level data to analyze the 5 dependent variables of 218 students who attended preschool before and after the implementation of the HighScope curriculum. The MANOVA indicated that there was a statistically significant difference between the literacy scores, F (10, 424) = 10.286, p = <.0005, Pillai's Trace = .39, partial ï?¨2 = .195. By examining data on literacy outcomes, the effectiveness of the HighScope curriculum in the preschool was highlighted for district leaders. The findings of this study may contribute to positive social change by encouraging early learning educators to plan curriculum and professional development that focuses on letter identification and letter sound skills to improve the literacy foundation of entering kindergarten students.