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Nature kindergartens are a type of early-childhood education that, relative to other settings, are based outdoors, season-round. They are founded on the belief that direct and immediate experiences with ‘quotidian nature’ (Kahn & Kellert, 2002, xvii) are beneficial in early childhood. More commonplace in Nordic nations and Germany, nature kindergartens are more recently evident worldwide and, hence, timely to research them. By evidencing a descriptive account of ‘nature kindergartens’, this study sought distinctions and commonalities between examples to inform why practice may look the way it does. Existing knowledge presented an opportunity to explore why sharing a label does not infer similar practice arrangements. With its social constructionist lens, this inquiry considered how patterned behaviours and socialised practices (embedded in adults and emergent or developing in children) might guide variations in nature-kindergarten practices. Theoretical tools, namely Bourdieu’s (1977) concept of habitus and Heft’s (1988) version of affordance theory, are used to endorse the position that the use of nature environments for early-childhood education are subject to wider considerations. Using these concepts, nature-kindergartens practices, including that which was seen, heard, smelt, tasted and touched by participants were interpreted for the ways different groups construct season-round relations with nature. The research design and questions were established using preliminary investigations or ‘scoping’ of 15 nature kindergartens in six countries ahead of the selection of three case settings: one Danish case, one Finnish and one Scottish. By ‘looking between’ in preference to comparison, the inquiry extends our understanding of nature kindergarten as sites of social and cultural construction, where educational practices cannot be disjoined from their wider societal, cultural and natural influences. The multicase study (Stake, 2006) framed the collection of data through time-sampled observations, interviews and conversations with adult and child participants. Other peripheral data, including photographs and field journals, were collected. The author shared 53 days with participants at the three case locations and coded the observed practices using thematic analysis (Boyatzis, 1998). Children’s own words, metaphor, poem extracts and colloquial phrases have been used to further contextualise the writing. The study findings describe nature kindergartens as a distinctive form of early-childhood education through evidencing locally relevant relationships with nature. For those under study, spending a preschool year variously shivering and sweating, exhausted and exhilarated, eating berries and eating snow evidenced differences and similarities in season-round relations with nature. This study, by deepening our understanding of nature-kindergarten practice, evidences how socialised practices can play a constitutive, rather than causal, role in practice looking the ways it does. Together, the findings contribute a foundation for the early-childhood education and outdoor-learning fields to place increased emphasis on the role of nature kindergartens in lifelong relations with the outdoors. Longitudinal and multicase research in this area is of great interest, yet currently sparse.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Esta pesquisa teve como objetivo central analisar o currÃculo em desenvolvimento para crianÃas na faixa etÃria de quatro a 18 meses em turmas de BerÃÃrio no contexto de uma creche pÃblica municipal no Estado do CearÃ. Teve como aportes teÃricos os estudos: do psicÃlogo francÃs Henri Wallon (1968, 1995, 2007) sobre o desenvolvimento dos bebÃs; de Oliveira-Formosinho (2002) e Ortiz e Carvalho (2012), que tratam da aÃÃo docente na EducaÃÃo Infantil; de Barbosa e Richter (2009, 2010) e Barbosa (2010), que discutem currÃculo na EducaÃÃo Infantil. AlÃm disso, foram importantes os seguintes documentos oficiais: PrÃticas Cotidianas na EducaÃÃo Infantil: Bases para a ReflexÃo sobre as OrientaÃÃes Curriculares (BRASIL, 2009); Diretrizes Curriculares Nacionais para a EducaÃÃo Infantil (BRASIL, 2009a) e a Base Nacional Comum Curricular (BRASIL, 2017). A metodologia do trabalho baseou-se na abordagem qualitativa e constituiu-se em um estudo de caso. Contou com a participaÃÃo de 20 bebÃs, duas professoras e duas auxiliares de sala. A anÃlise dos dados revelou, entre outros aspectos: 1) a inexistÃncia de um currÃculo para bebÃs na Proposta PedagÃgica sistematizada da creche pesquisada; 2) a ausÃncia de um planejamento intencional para a maioria das atividades que acontecia no BerÃÃrio; 3) a dificuldade das educadoras de perceber a especificidade do trabalho a ser realizado com os bebÃs, considerando suas particularidades e seu potencial para aprender ativamente; 4) uma suposta dissociaÃÃo entre cuidado (entendido como atividades para o atendimento das necessidades corporais) e educaÃÃo (compreendido como atividades que visam desenvolver apenas o aspecto cognitivo das crianÃas); 5) o conhecimento advindo da âmaternidadeâ visto como necessÃrio para atuar junto aos bebÃs; 6) a indiscutÃvel capacidade dos bebÃs de participarem das situaÃÃes que acontecem no espaÃo coletivo mesmo quando as condiÃÃes oferecidas nÃo fazem jus ao seu potencial criativo, comunicativo e interacional. Assim, com base na anÃlise dos dados, conclui-se que o currÃculo instituÃdo no interior do BerÃÃrio da creche pesquisada nÃo atende aos direitos e Ãs necessidades dos bebÃs no que diz respeito Ãs brincadeiras e interaÃÃes, Ã apropriaÃÃo de diferentes linguagens, cuidado e educaÃÃo de boa qualidade. Indica, portanto, a necessidade de realizaÃÃo de mais pesquisas na Ãrea sobre e a urgÃncia de investimento na formaÃÃo inicial e continuada das professoras que atuam junto Ãs crianÃas dessa faixa etÃria bem como dos demais profissionais responsÃveis pelo acompanhamento pedagÃgico do trabalho realizado em creches. / This research aimed to analyze the curriculum under development for children aged four to eighteen months in Nursery classes in the context of a public school day care center in the State of CearÃ. The theoretical contributions were: the French psychologist Henri Wallon (1995, 2007) on the development of babies; fron Oliveira-Formosinho (2002) and Ortiz and Carvalho (2012), which deal with teaching activity in Early Childhood Education; Of Barbosa and Richter (2009) and Barbosa (2010), who discuss curriculum in Early Childhood Education. In addition, the following official documents were important: Everyday Practice in Early Childhood Education: Bases for Reflection on Curricular Guidelines (BRASIL, 2009); National Curricular Guidelines for Early Childhood Education (BRASIL, 2009a) and the National Curricular Common Base (2017). The methodology of the work was based on the qualitative approach and was constituted in a case study. It counted on the participation of 20 babies, two teachers and two helpers. Data analysis revealed, among other aspects: 1) the lack of a curriculum for babies in the systematized pedagogical proposal of the day care center; 2) the absence of intentional planning for most activities that took place in the Nursery; 3) the difficulty of the educators to perceive the specificity of the work that has to be performed with the babies, considering their particularities and their potential of learning actively; 4) a supposed dissociation between care (understood as activities to meet the needs of the body) and education (understood as activities that aim to develop only the cognitive aspect of the children); 5) the knowledge that comes from "motherhood" seen as necessary to act with the babies; 6) the indisputable ability of infants to participate in situations that occur in collective space even when the conditions offered do not live up to their creative, communicative and interactional potential. Thus, based on the analysis of the data, it is concluded that the curriculum established within the nursery of the day care center does not meet the rights and needs of the babies with respect to the games and interactions, the appropriation of different languages, care and education of good quality. It indicates, therefore, the need to carry out more research in the area and the urgency of investing in the initial and continuing training of the teachers who work with the children of this age range as well as the other professionals responsible for the pedagogical follow-up of the work performed in kindergartens.

The purpose of this study was to survey the significant characteristics of language development programs in selected kindergartens. These findings were then compared to the recommendations of authorities in the field.

Η εργασία πραγματεύεται το θέμα της ένταξης των δικαιωμάτων του παιδιού στην εκπαιδευτική δραστηριότητα του νηπιαγωγείου. Η έρευνα πραγματοποιείται στα νηπιαγωγεία της Πάτρας. Σκοπός της εργασίας είναι να διαπιστωθεί κατά πόσο οι νηπιαγωγοί γνωρίζουν για τα δικαιώματα του παιδιού και τα συμπεριλαμβάνουν στην εκπαιδευτική τους δραστηριότητα. Η έρευνα γίνεται μέσω ερωτηματολογίων που απαντούν εθελοντικά οι νηπιαγωγοί και η ανάλυση γίνεται με την μέθοδο SPSS. / -

CARNEIRO, Maria Crélia Mendes. Currículo para bebês no contexto da creche: concepções, práticas e participação das crianças. 2017. 299f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasielria, (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-11-03T14:08:39Z No. of bitstreams: 1 2017_dis_mcmcarvalho.pdf: 3326197 bytes, checksum: ad5a4c872bc26a2cb2e04bb5e7df325b (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-11-03T19:52:36Z (GMT) No. of bitstreams: 1 2017_dis_mcmcarvalho.pdf: 3326197 bytes, checksum: ad5a4c872bc26a2cb2e04bb5e7df325b (MD5) / Made available in DSpace on 2017-11-03T19:52:36Z (GMT). No. of bitstreams: 1 2017_dis_mcmcarvalho.pdf: 3326197 bytes, checksum: ad5a4c872bc26a2cb2e04bb5e7df325b (MD5) Previous issue date: 2017 / This research aimed to analyze the curriculum under development for children aged four to eighteen months in Nursery classes in the context of a public school day care center in the State of Ceará. The theoretical contributions were: the French psychologist Henri Wallon (1995, 2007) on the development of babies; fron Oliveira-Formosinho (2002) and Ortiz and Carvalho (2012), which deal with teaching activity in Early Childhood Education; Of Barbosa and Richter (2009) and Barbosa (2010), who discuss curriculum in Early Childhood Education. In addition, the following official documents were important: Everyday Practice in Early Childhood Education: Bases for Reflection on Curricular Guidelines (BRASIL, 2009); National Curricular Guidelines for Early Childhood Education (BRASIL, 2009a) and the National Curricular Common Base (2017). The methodology of the work was based on the qualitative approach and was constituted in a case study. It counted on the participation of 20 babies, two teachers and two helpers. Data analysis revealed, among other aspects: 1) the lack of a curriculum for babies in the systematized pedagogical proposal of the day care center; 2) the absence of intentional planning for most activities that took place in the Nursery; 3) the difficulty of the educators to perceive the specificity of the work that has to be performed with the babies, considering their particularities and their potential of learning actively; 4) a supposed dissociation between care (understood as activities to meet the needs of the body) and education (understood as activities that aim to develop only the cognitive aspect of the children); 5) the knowledge that comes from "motherhood" seen as necessary to act with the babies; 6) the indisputable ability of infants to participate in situations that occur in collective space even when the conditions offered do not live up to their creative, communicative and interactional potential. Thus, based on the analysis of the data, it is concluded that the curriculum established within the nursery of the day care center does not meet the rights and needs of the babies with respect to the games and interactions, the appropriation of different languages, care and education of good quality. It indicates, therefore, the need to carry out more research in the area and the urgency of investing in the initial and continuing training of the teachers who work with the children of this age range as well as the other professionals responsible for the pedagogical follow-up of the work performed in kindergartens. / Esta pesquisa teve como objetivo central analisar o currículo em desenvolvimento para crianças na faixa etária de quatro a 18 meses em turmas de Berçário no contexto de uma creche pública municipal no Estado do Ceará. Teve como aportes teóricos os estudos: do psicólogo francês Henri Wallon (1968, 1995, 2007) sobre o desenvolvimento dos bebês; de Oliveira-Formosinho (2002) e Ortiz e Carvalho (2012), que tratam da ação docente na Educação Infantil; de Barbosa e Richter (2009, 2010) e Barbosa (2010), que discutem currículo na Educação Infantil. Além disso, foram importantes os seguintes documentos oficiais: Práticas Cotidianas na Educação Infantil: Bases para a Reflexão sobre as Orientações Curriculares (BRASIL, 2009); Diretrizes Curriculares Nacionais para a Educação Infantil (BRASIL, 2009a) e a Base Nacional Comum Curricular (BRASIL, 2017). A metodologia do trabalho baseou-se na abordagem qualitativa e constituiu-se em um estudo de caso. Contou com a participação de 20 bebês, duas professoras e duas auxiliares de sala. A análise dos dados revelou, entre outros aspectos: 1) a inexistência de um currículo para bebês na Proposta Pedagógica sistematizada da creche pesquisada; 2) a ausência de um planejamento intencional para a maioria das atividades que acontecia no Berçário; 3) a dificuldade das educadoras de perceber a especificidade do trabalho a ser realizado com os bebês, considerando suas particularidades e seu potencial para aprender ativamente; 4) uma suposta dissociação entre cuidado (entendido como atividades para o atendimento das necessidades corporais) e educação (compreendido como atividades que visam desenvolver apenas o aspecto cognitivo das crianças); 5) o conhecimento advindo da “maternidade” visto como necessário para atuar junto aos bebês; 6) a indiscutível capacidade dos bebês de participarem das situações que acontecem no espaço coletivo mesmo quando as condições oferecidas não fazem jus ao seu potencial criativo, comunicativo e interacional. Assim, com base na análise dos dados, conclui-se que o currículo instituído no interior do Berçário da creche pesquisada não atende aos direitos e às necessidades dos bebês no que diz respeito às brincadeiras e interações, à apropriação de diferentes linguagens, cuidado e educação de boa qualidade. Indica, portanto, a necessidade de realização de mais pesquisas na área sobre e a urgência de investimento na formação inicial e continuada das professoras que atuam junto às crianças dessa faixa etária bem como dos demais profissionais responsáveis pelo acompanhamento pedagógico do trabalho realizado em creches.

This diploma thesis deals with the problem of satisfying needs of preschool age children in preschool facilities. The theoretical part of this work provides an insight into the curricular reform in the Czech Republic and a view of perception of children needs by the society. Furthermore there is has been research into the contemporary trend of coordinating a family life with an employment. This was one of the reasons for founding of business kindergartners. A summarization of current legal conditions of establishing of business kindergartners is included as well. Furthermore, the theoretical part includes a relation of curricula documents and satisfying children needs in the kindergarten. Important sections of this work are summaries of various models of needs and list of means of satisfying the needs in the kindergarten. The aim of the practical part of this thesis is to do a qualitative survey in differences between business and state kindergartens in satisfying needs of children. The result of the survey show that are differences in surroundings created in order to satisfy children needs while approaches for the satisfying of children needs were similar.

The problem of this investigation is to survey the total programs of selected kindergartens. Major emphasis on the program for the development of large muscle skills and activities will be carried out in the analysis.

TITLE: Differences in the management of private Kindergartens director of the foreign nationality and the director of Czech nationality. AUTHOR: Bc. Lenka Honsová DEPARTMENT: Centrum školského managementu SUPERVISOR: Doc. Jaroslav Kalous, Ph.D. ABSTRACT: This thesis deals with the differences in the management of the school director of foreign nationality and the director of the Czech nationality. Also searches answers to the question whether the difference in the management of private and public schools. Author relies on literature, documents dealing with education abroad, studies of other work and practical experience. The elaborated study is supported by research, which was supposed to answer pre-defined questions and confirm or disprove the hypothesis. This research could be of beneficial to Directors of these types of school, who on the basis of the findings may reflect the facts given above, and use some of the results for their practice and to improve the quality of their work and their school. KEYWODS: School director, manager, leader, executor, kindergartens

Le stade de l’école maternelle se considère comme un environnement fertile pour développer les compétences linguistiques de l’enfant. Il peut être également décrit comme l’âge d’or de la langue dans la vie humaine, où l’acquisition des compétences linguistiques, et les favoriser à cet âge joue un rôle primordial dans la formation de la langue propre de l’enfant dans les étapes suivantes. Par conséquent, l’apprentissage du langage à l’école maternelle doit être une priorité, il est nécessaire de faire attention à la manière de renforcer les compétences linguistiques et de choisir les méthodes efficaces et appropriées à cet âge. Par contre, nombre d'éducateurs ont souligné le lien étroit entre le jeu et l'apprentissage, insistant également sur l’importance du jeu dans la vie de l’enfant. Celui-ci a besoin de jouer : jouer pour grandir, jouer pour communiquer, jouer pour découvrir le monde, jouer pour développer son langage, jouer pour apprendre. Dans cette recherche, nous nous sommes intéressées à la question du rôle du jeu dans l’apprentissage du langage à l’école maternelle.Nous trouvons la méthode expérimentale convenable pour tester l’hypothèse de cette recherche, où l’objectif de notre travail est d’appréhender les effets du jeu sur la promotion des compétences linguistiques chez les enfants. Pour cela, nous avons impliqué un programme de jeux de langue sur un groupe d’enfants, et en comparaison leurs résultats avec les résultats d’autre groupe (témoin), nous avons trouvé les résultats suivants : Le recours aux jeux de langue a une incidence positive sur les résultats des enfants, en plus les enfants des deux sexes ont montré le même degré d’amélioration. / Preschool age that is considered a rich and abundant environment of important factors for language milestones development at the child, insomuch that we can call that stage the golden phase of language in child's life. While formation and enhancement of the language skills at this stage will play a major role in developing child's language in the later stages.Also, many pedagogists (scholars) and researchers confirm the importance of relationship between child play and learning whereby playing is essential in childhood and its substantial demand, they play for growing, communicating, learning, and developing their lingual abilities too. This study concerns in the issue of the role of playing in the learning language at preschool age – second level – or we can call it «Learning via language games ». We find the experimental method suitable for testing the hypothesis of this research, where the objective of our work is to understand the effects of play on the promotion of language skills in children. For this, we have involved a language games program on a group of children, and in comparison their results with the results of other groups (control), we found the following results: The use of language games has a positive impact on children's outcomes, in addition children of both sexes showed the same degree of improvement.