Background: Present literature highlights early years as an important phase of child development. Whilst Educational Psychologists have a role within early years, there is little research to state what this looks like and how it is conducted in practice. Therefore, this research considers the role an Educational Psychologist could take within an early years setting and explores the variety of work they could conduct. Participants: One early years setting from the researcher’s current Local Authority was used for this research. A total of 33 participants were involved including 11 early years staff, eight Educational Psychologists, 13 parents/carers and a Health Visitor. Methods: This study describes an academic year long Action Research (Tripp, 2003) project with the use of a Research and Development in Organisations framework (Timmins, Shepherd & Kelly, 2003). This included pre-model questionnaires, interviews with early years staff, a focus group with Educational Psychologists and a further focus group with early years staff in order to develop an initial model of educational psychology practice. Work was then completed by the researcher as part of the model of practice. Discrete pieces of work were evaluated via questionnaires, while the project as a whole was evaluated via post-model questionnaires, focus group, interview and researcher diary. Analysis/Findings: Quantitative data were summarised using descriptive statistics and qualitative data were transcribed and a thematic analysis applied. Within this study, the researcher developed a model of practice based on the needs of the setting that included being more frequently involved with casework and conducting work specifically aimed at supporting staff and parents/carers. Additionally, there were discrepancies found in the value placed by participants upon the different pieces of the work as well as the overall approach taken. Conclusion/Implications: This research suggests that there is a greater role for Educational Psychologists within early years, involving more than conducting casework but through providing a more holistic and intensive approach to supporting staff and parents/carers. This supports the existing limited literature as well as advocating a more extensive role for them within early intervention services.

Orientador: Maria Evelyna Pompeu do Nascimento / Dissertação (mestrado) - Universidade Estadual de Campinas. Faculdade de Educação / Made available in DSpace on 2018-09-11T21:05:58Z (GMT). No. of bitstreams: 1 Palmen_SueliHelenadeCamargo_M.pdf: 18549911 bytes, checksum: 7fae1cc63bb2ae268176f757ab83be06 (MD5) Previous issue date: 2004 / Resumo: Esta dissertação tem como objeto de estudo as instituições de Educação Infantil no Brasil, mais especificamente as creches das universidades públicas paulistas (USP, UNICAMP e UNESP), entendidas enquanto problemas a serem assumidos pelas referidas universidades como política pública. Buscamos verificar as estratégias organizadas por tais instituições, visando o atendimento de demandas da comunidade universitária (alunos, professores e funcionários), no que diz respeito à educação e cuidados de seus filhos e quais foram as atuações dos atores sociais envolvidos nesse processo. Destacamos que foi na década de 1980 que se consolidaram os Centros de Convivência Infantil nestas universidades. Anterior aos anos de 1980, a temática creche no local de trabalho já compunha a agenda política da universidade, pois se caracterizava como problema a ser equacionado, expresso de diversas formas através de reivindicações dos trabalhadores, professores e alunos; no entanto, não foi um problema resolvido com rapidez como revela o seu histórico. Quanto ao aspecto metodológico, utilizamos como referencial para análise do processo de implementação das creches no interior das universidades os seguintes indicadores: a demanda pela creche, as determinações legais e dados de sua implantação, a estrutura de atendimento, a atuação dos atores nesse processo, os recursos financeiros e recursos humanos empregados. Focalizamos as creches por meio de tais indicadores, situando-as no cenário histórico-político da época na qual se constituíram enquanto uma necessidade política de atendimento das crianças de 0 a 6 anos, bem como as suas famílias. Investigar o processo de criação e estruturação das creches nas universidades públicas estaduais paulistas (USP, UNICAMP e UNESP), possibilitou-nos visualizar o processo de tramitação desta modalidade de atendimento à infância no local de trabalho de muitas funcionárias públicas, que nem sempre conseguem a tão almejada vaga na creche, devido a grande demanda e oferta ainda limitada / Abstract: This work have as its study object the institutions for infantile education in Brazil, specifically the day nursery centers from the São Paulo public universities (USP, UNICAMP and UNESP), understood as problems to be faced by these universities as a public politics¿ issue. We search to verify the organized strategies adopted by such institutions in order to meet the demands of the university¿s communities (students, teachers and general employees) in relation to the education and care of its children; and the roles of the social actors involved in this process. We stress that it was in the 80¿s that the Children¿s Gathering¿ Centers (Centros de Convivência Infantil) from these universities were consolidated. Before the 80¿s, the day nursery in workplaces¿ issue was already part of the political agenda of the universities, because it was already a problem posed, expressed by several means in the claims of workers, teachers and students. Nevertheless, the problem was not solved quickly as it is shown by its historical evolution. As for the methodological aspect, we used as a reference for the analyses of theprocess of implementation of the day nurseries centers inside the universities the following criteria: the demand for the day nurseries, the legal determinations and the data for its implementation, the attending structure, the roleplaying of the actors in this process, the financial resources and human resources employed. We focused the day nurseries centers by these criteria, locating them in the political-historical scenario of its days, when they were constituted as a political need for the care of children with 0 to 6 years old, and also to their families. To investigate the process of creation and structuration of the day nursery centers from the paulistas¿ public states universities (USP, UNICAMP and UNESP) allowed us to visualize the process of accomplishment of this modality of children¿s care in the workplace for many public employees, which do not always wins the so seeked places in the day nursery centers for their children, considering the great demand and the limited offer at work / Mestrado / Politicas de Educação e Sistemas Educativos / Mestre em Educação

Diploma thesis solves project of a nursery school. The nursery school is situated on a spacious plot, which is in the centre of Malšice in the southern Bohemia. The estate is flattened, and the ground plan of the house is suggested in rectangle. Project documentation solves a two-floor house with a basement with and a flat roof. The object is designed in the campus. The entrance to the building is situated on the west side. Entrance to the estate is from the adjoining local paved road. Vertical constructions are suggested from ceramic blocks Porotherm. The vertical constructions are suggested from lost formwork. The peripheral walls are provided with a contact thermal insulation system. Horizontal constructions are suggested as reinforced concrete ceiling boards. The staircase is suggested as a reinforced concrete. In the 1st floor is located nursery department and background for employees. In the 2nd floor are classrooms.

The subject of this thesis is to prepare a business plan for the establishment of a new forest nursery. The thesis is divided into four main parts. The first part is the goals of the work and the chosen methodology. The second part contains a theoretical description, which is based on literature. In the next part I use selected methods and analyzes to map the current situation. The last fourth part is a proposal of a business plan with conclusions and recommendations for a newly established forest nursery.

The diploma thesis is focused on elaboration of a business plan for foundation of a private nursery school in Jihlava as a response to a market gap in providing nursery school services. At first the thesis summarizes the theoretical assumptions, then analyses all data needed for establishment and operating the nursery school as a limited liability company and finally designs the actual business model.

The final master´s thesis handles design of the new multifunctional building Children's center in the city of Uherský Brod. The building is located near the city park. The proposed building combines the function of teaching children's pool, cafe and nursery schools. The building has two floors in the pool hall one floor and part basement. The roofing of the building is realized as a single-flat roofs. The single-storey part is a green roof. Part of the project is a detached building pram. Parking for eleven cars is placed in front.

The theme of master´s thesis is a new buiding nursery school. The building is set in sloping terrain. The building has two floors. The building is designed from Porotherm and ceiling construction of system Goldbeck. The roof structure are areas.

Currently there are about 3 700 contaminated sites that used to host commercial- and nursery gardens.  Mainly due to the extensive use of pesticides at these sites a great part of them now pose a significant environmental- and health risk. This study aimed to compare how Swedish municipalities has worked with the clean-up of contaminated soil at these kinds of sites. This has been done by sending out a questionnaire to the municipality’s environmental management office. This study’s results have indicated that the most used remediation technology was excavation. The methods relative speed and simplicity was the usual motivation behind this choice. The results also showed that mostly Swedish guideline values where used in the remediation process. Furthermore, the most common remediation goal at these sites was that the remediated soil would live up to the Swedish environmental protection agency’s guideline values for sensitive land usage. The most common answer regarding why their remediation goal was set was because of the planned or present land usage at the site. The most common method for initial risk assessment was the comparison of contamination levels from soil samples to relevant guideline values or based on previous risk classification. Finally, the results showed that in most cases where remedial action had been taken, contaminants had been left in the soil. The most common reason for this was because the remaining pollution levels did not exceed the guideline values. For the most part, Swedish municipalities have a coherent way of working with these problems.

Supervision is a relatively new concept in Czech education, which in recent years has been trying to become part of the working process of educators. Supervision is intended to help a worker cope with stressful situations, understand current situations, deepen his experience and develop new perspectives for his professional behaviour. The aim of this thesis is to try to map the positive and critical points during the Supervision meetings and to define the differences in the two selected kindergartens. Since each kindergarten is specific in its climate and teaching methods, supervision meetings should also differ in certain aspects. The work is processed qualitatively, with interviews with kindergarten teachers as the main research method. Klíčová slova: supervision, supervisor, nursery school, helping professions

The diploma thesis is focused on building a school institution using contemporary information and trends. The corresponding plot is located in Ostrava near Black Meadow, a historic centre, Ostravice river and recently arising housing complex New Carolina. Therefore this locality is becoming a suitable place for building the school institution. The main idea was to build a school not only for children but also for general public. The centre of the complex is a yard and a vestibule, which divides the building site into private spaces used solely by pupils of the school (classrooms, storage rooms, buffet...) and spaces open to the public (gymnasium, fitness centre, climbing wall, school cafeteria, art studio, library...). Due to these public places the school is “alive” even in the afternoons.