The thesis is concerned with the use of computers and ICT technology in nursery schools in the Czech Republic, those in particular where children have the opportunity to work with Kid Smart computers. The assignment should chart and analyze the information and communication literacy of school directors, to document available ICT technologies suitable for nursery schools, and define potential barriers that prevent their wider usage and to propose measures to directors that would lead to a gradual overcoming of these issues. A comparison with the situation abroad includes schools in Iceland and Portugal. A portion of this thesis deals with research regarding this topic and its subsequent evaluation. The assignment should provide directors with a well arranged description of available ICT for nursery schools and should familiarize them with the appropriate software for managing administration.

ANNOTATION: This thesis deals with institutional upbringing and education of children up to three years in the Czech and German environment. It introduces the current situation of early childhood education with regard to historical context, legislative arrangement and initial models of both countries. The practical part compares examples from the following institutions: Children's nursery Jihlava, Czech-German kindergarten KIDS Company Prague and Kindertagestätte Entdeckerkiste Dresden. The paper provides analysis of their educational documents, describes the conditions of upbringing and education and examines thein impal on the children in these institutions. Assessment of the strengths and weaknesses is reflected in the proposal of optimal educational plan for early childhood.

Title Use of a literary text in a dramatic project Summary The work deals in its theoretical part with definition of dramaturgy; means, approaches and methodology of creative dramaturgy. What is more, it deals with possibility of using the literature (fairytale) in work with prep school children. The practical part deals with a project, which applies the fairytale text in dramaturgy in educational announcement of a prep school. It applies different dramatics, feelings and sense, pantomimic and other plays during February. The project is finally assessed with focus on affectivity of applied means, approaches and methodology of creative dramaturgy with respect to personality of the prep school children. Keywords Creative dramatist, literary text, pre-school age, drama, dramatization, pre- school education, nursery school.

The choice of a nursery school is a first life step into the society. A daily schedule, age composition of educationalists, size of the facility or reachability from home are some of many criteria influencing parent's choice of the nursery school for their child. The diploma thesis "What forms the image of nursery school in the eyes of parents" describes and characterizes individual elements of image in connection with the preschool institution during particular time period and shows first moments before entering nursery school. The practical part is focused on nursery school choice criteria, parental expectations about the nursery schools and their view of the preschool education but also educationalists' opinion about the image. Sample of selected nursery schools is characterized in the thesis together with detailed data analysis and evaluation. The conclusion of thesis contains overall summary of all gained data and knowledge which can be used for suggestions of nursery school image creation.

The introduction of the Foundation Phase gave a unique opportunity to study the interpretation and delivery of a play-based early childhood curriculum. This new curriculum saw the disappearance of Physical Education for pupils under the age of seven in Wales. Physical Education is acknowledged as more than the development of physical competence, being part of a process concerned with lifelong physical, intellectual, social and emotional learning accrued through a range of physical activities, in a variety of contexts (Doherty and Brennan, 2008). As such a goal of Physical Education is physical literacy, (Hardman, 2011; Talbot, 2007). In light of this, this research set out to explore the contribution of the Foundation Phase to the development of children’s physical literacy. In order to achieve this, a three-phase complementarity mixed-methods design (Greene et al., 1989) was used to generate data over two years in selected schools in Wales. The schools were found to be enacting the Foundation Phase with fidelity to the original aims of the policy makers by demonstrating the key features of play-based active learning, focused adult-led sessions, child-initiated learning, and use of the outdoors for learning. In so doing they were deemed to be successful in achieving the aim of the Foundation Phase of developing independent, motivated active learners. The Foundation Phase was also found to be supporting the development of children’s cognitive development with good levels of achievement in literacy and numeracy assessments. The playful pedagogy observed in the schools enabled the pupils to have autonomy in their learning. Pupils were motivated, active and engaged in embodied learning both indoors and outdoors. The findings indicated that the Foundation Phase was making a positive contribution to the development of children’s physical literacy.

La question de l’enseignement du nombre à l’école maternelle est abordée à travers les savoirs et les connaissances mathématiques spécifiques du professeur. Cette thèse s’inscrit dans le cadre de la théorie des situations didactiques. Une modélisation des savoirs mathématiques spécifiques pour l’enseignement du nombre à l’école maternelle est proposée afin d’étudier l’enseignement du nombre de dix enseignants. Le travail est complété par une micro formation relative à des savoirs spécifiques pour la quantité. La thèse étudie l’impact de nouveaux savoirs sur les connaissances mathématiques spécifiques de cinq professeurs. Enfin, les résultats de la recherche sont interprétés par rapport à la formation des enseignants / Teaching numbers in preschool is addressed though the specific mathematical knowledge of the teacher himself. This thesis work comes within theoretical didactical situations. A modeling system for specific mathematical knowledge is suggested in order to study the way ten teachers teach numbers. This work is completed by a short training course related to quantity knowledge. This thesis work analyses the impact of these new specific fields of knowledge for five amongst ten of these teachers. The final result of the research work is highlighted by teachers training.

A definição mais imediata para canção de ninar, uma das várias denominações brasileiras para este gênero poético-musical, é estabelecida por sua finalidade: canção feita para adormecer criança pequena; uma definição funcional,portanto. A análise do conteúdo poético e da forma destas canções permite identificar os elementos imprescindíveis à sua composição e eficácia estética, ampliando tal conceito. Desta maneira, a canção de ninar pode ser considerada um dos primeiros objetos culturais a que o ser humano é exposto. O medo da morte (perdas, despedidas, separações), presente nos cuidados maternos, paternos e de outros adultos com as crianças pequenas, especialmente com os recém-nascidos, penetra as canções de ninar em diferentes culturas, expressando-se em vários elementos, inclusive em suas figuras de terror. A esta linha interpretativa, substancializada por constatações advindas de uma prática clínica de atendimento psicológico às famílias de recém-nascidos, foi acrescida outra de caráter mais sociológico: o estudo de alguns textos de canções de ninar tradicionais brasileiras revelou elementos dos encontros e desencontros étnico-culturais dos diferentes povos que formaram a nação brasileira. O traço de terror, geralmente compreendido como medida disciplinar para o sono, aparece acentuado nas nossas canções também porque se origina em um ambiente colonial, escravocrata, contaminado por ameaças e hostilidades. Junto a vestígios de horror apareceram também traços de resistência e preservação cultural das etnias indígenas e negras; como se as canções de ninar fossem veículos propícios ao transporte resguardado de elementos fundamentais da cultura dos grupos humanos colonizados ou escravizados. As pesquisas e reflexões de Mário de Andrade e o estudo de acalantos compostos por artistas brasileiros contemporâneos permitiram conhecer e delinear melhor este gênero: o contexto que o origina, seu tom melancólico, sua forma curta e repetitiva, o uso da sonoridade nasal hum e da vogal u. Por sua qualidade artística, o acalanto pode revigorar o ambiente cultural que cerca o nascimento e a infância. Neste sentido, ele é potencialmente humanizador. O ambiente cultural é tão fundamental e delimitador da experiência humana quanto o ambiente físico e emocional (familiar ou institucional). Cuidar do surgimento das palavras, da sua afinação com a experiência vivida, de seu vigor e sentido; cuidar da experiência inicial com a palavra é condição para o desenvolvimento pleno deste ser de linguagem que é o homem. Assim, redimensiona-se neste estudo o conceito de puericultura que passa a abranger também as ações de cultivo da palavra e da poesia com a criança pequena. / The most immediate definition of lullaby, only one among several Brazilian denominations for this poetic-musical genre, is determined by its main purpose: a song intended for little children to fall asleep, a functional definition, therefore. The analysis of the poetical content and of the form of these songs allows us to identify the essential elements of their aesthetic composition and effectiveness, broadening such concept. Thus, the lullaby may be considered one of the first cultural objects that the human being is exposed to. The fear of death (losses, farewells, separations), present in the cares given by mothers, fathers and other grown-ups to little children, especially newborn babies, permeates the lullabies in different cultures, expressing itself in many elements, including its terror figures. To this interpretative line, based on observations derived from the practice of psychological assistance to the families of newborn babies, another one of a more sociological nature has been added: the study of some texts extracted from traditional Brazilian lullabies has revealed elements of the ethnic-cultural matches and mismatches of the different cultures that shaped the Brazilian nation. The element of terror, generally understood as a disciplinary measure for sleeping, is highlighted in our songs because it also has its origin in a colonial slave-based environment, contaminated by threats and hostilities. Along with the vestiges of horror, there have arisen traces of resistance and cultural preservation of black and indigenous ethnic groups, as if the lullabies had been proper conducive vehicles to the hedged transportation of fundamental elements of the culture of the colonized or enslaved human groups. The researches carried out by Mario de Andrade, as well as his reflections, and the study of lullabies composed by contemporary Brazilian artists allowed the better understanding and outline of this genre: the context where it comes from, its melancholic tone, its short and repetitive form, the use of the nasal sonority \'hum\' and the vowel \'u\'. For its artistic value, the lullaby can be quite refreshing for the cultural environment surrounding birth and childhood. In this sense, it is potentially humanizing.The cultural environment is as important and delimiting for human experience as the physical and emotional environment (familiar or institutional). Caring about the arising of new words, their affinity to the life experience, their vitality and sense; caring about the initial experience with words is a condition for the full development of this language-based being, the man. Hence, in this study, the concept of childcare is resized so as also to include the actions of cultivation of word and poetry with the little child.

Esta pesquisa buscou identificar e interpretar as representações de educação de bebês e crianças pequenas das profissionais docentes de creche. Os sujeitos foram as profissionais responsáveis pelas crianças de 0 a 2 anos, em uma creche empresarial no município de São Paulo, localizada no Campus de uma Universidade. Esta pesquisa se configurou como do tipo etnográfica, de caráter interpretativo envolvendo a estratégia de estudo de caso. Para a identificação das representações foram utilizados como procedimentos: entrevistas formais e informais; registros fotográficos e observações diretas da prática. Estas observações foram realizadas em três grupos e tiveram frequência semanal durante 3 meses. Além da coleta de dados junto às profissionais e o registro do caderno de campo da pesquisadora, foram analisados registros sobre o cotidiano com as crianças e também planejamentos e rotina dos grupos. Realizou-se um estudo a partir de documentos oficiais, produções acadêmicas, e a literatura produzida sobre experiências de educação de bebês em instituições educacionais com a intenção de apreender, compreender e interpretar as variáveis envolvidas nas representações identificadas. A análise das informações coletadas ao longo da pesquisa de campo teve como referencial a teoria das representações e do método genealógico proposto por Lefebvre (1983). O estudo do cotidiano da creche apontou que as práticas cotidianas nela encontradas não apenas refletem sua história, mas também a antecipam. Ao nível de suas representações as educadoras pareciam se restringir às limitações de suas próprias experiências, porém, ao nível da prática o mesmo não parecia ocorrer. O grupo de educadoras apresentou elementos de mudanças da história, construindo o potencial de um futuro com práticas transformadoras. O estudo das representações apontou que a creche é compreendida como tendo a função de socializar, favorecer a autonomia e o desenvolvimento infantil. O estudo do cotidiano aliado à análise das representações das educadoras indicou que, apesar da compreensão da função da creche como cuidar/educar crianças estar presente em suas representações ainda não aparecem incorporadas. Ao falar sobre proposta educativa, constatou-se que compreendem como educativo aquilo que devem ensinar às crianças, em uma perspectiva mais formal de ensino, passando a dar destaque não somente aos conteúdos voltados à formação pessoal e social, mas também aos conteúdos das diferentes linguagens, somando-os à função da creche e se aproximando de uma concepção mais integrada de cuidado/educação. A análise das representações também revelou contradições entre o discurso e a prática no que se refere à representação de criança, da relação com as famílias e do papel do professor. As crenças em que se originam suas representações estão pautadas em experiências profissionais e pessoais anteriores, em conhecimentos em torno da história desse segmento e carecem de escuta e reflexão em torno do que revela o cotidiano. Evidenciou-se que falta às educadoras a possibilidade de elaborar de forma crítica as experiências da prática educativa, tanto no que se refere ao cotidiano como no que se refere às suas representações, relacionando-as com as representações de outros sujeitos, com toda a história dessa instituição e com a história singular da creche em que trabalham. / This research sought to identify and interpret the representations of education of infants and toddlers from the nursery professional teachers. The subjects were the professionals responsible for children 0-2 years in a private companys nursery in São Paulo, located at the campus of a university. This research was configured as a ethnographic character interpretive strategy involving the case study. The procedures used to identify the representations were as following: formal and informal interviews, photographic records, and direct observations of practice. These observations were performed weekly during three months with three distinct groups. Besides the professionals data collection and the researcher fields notes, records on the daily routine with children, teachers planning and routine groups were also analyzed. A study based on official documents, academic productions, and produced literature on infant education experiences in educational institutions was also conducted with the intention to grasp, understand and interpret the variables involved in the representations identified. The analysis of the information collected during the field research had as a benchmark the theory of representations and the pedigree method proposed by Lefebvre (1983). The study of the everyday routine in the nursery indicated that the daily practices reflect not only its history but also anticipates it. In terms of their own representations, teachers seemed to be restricted to the limitations of their own experiences. However, when it came to analyze the practical implementation the previous statement did not seem to occur. The group of teachers provided evidence of changes in history, building a potential future with transformative practices. The study of representations indicated that the nursery is understood as having the function to socialize, promote autonomy and child development. The study of everyday life combined with the analysis of representations of the educators indicated that, despite understanding the function of the nursery as caring/educating, in their representations it not appeared yet incorporated. When exploring educational proposal, it was found that what they understand as education is what they must teach from a more formal educational perspective, highlighting not only the content focused on personal and social education, but also the contents of the different languages thus adding them to the role of the nursery and approaching a more integrated care/education paradigm. The analysis of representations also revealed contradictions between rhetoric and practice in regards to the representation of children, the relationship with the families and the role of the teacher. The beliefs that originate their representations are guided by past personal and professional experiences, present knowledge about the history of this sector and lack of listening and reflection on the foundings of the daily routine. It was proven that the teachers lack the possibility to develop in a critical method the experiences of routine educational processes, as much in regards to the daily life as its representations, relating them to the representations of other subjects, with the whole story of the institution and the unique history of the nursery where they work.

Conhecimentos sobre fisiologia da produção de mudas cítricas sob condições de deficiência hídrica são necessários para fomentar as práticas de irrigação em viveiros telados. O objetivo deste trabalho foi avaliar o efeito de deficiência hídrica induzido por polietileno glicol (PEG) e por interrupção da irrigação sobre o desenvolvimento e variáveis fisiológicas de mudas de laranja Valência (Citrus sinensis L. Osbeck) enxertada sobre limão Cravo (Citrus limonia Osbeck) e citrumelo Swingle (Poncirus trifoliata (L.) Raf x Citrus paradisi Macf). As mudas foram produzidas em sacolas plásticas de 4,5L contendo substrato a base de casca de pinus e submetidas à deficiência hídrica durante três fases fenológicas, e em duas estações do ano (outono-inverno e primavera-verão). O trabalho foi dividido em dois experimentos. No primeiro, avaliaram-se plantas mantidas em capacidade de container e submetidas à interrupção intermitente da irrigação, até o potencial hídrico do substrato atingir -15kPa, e a duas concentrações de PEG, correspondentes ao potencial hídrico no substrato de respectivamente -15 e -25kPa. No segundo experimento, avaliaram-se plantas mantidas em capacidade de container e submetidas a interrupção intermitente da irrigação até o potencial hídrico do substrato atingir respectivamente -15 e -25kPa. Dados coletados incluíram variáveis biométricas, concentrações foliares de nutrientes, de prolina e de clorofila, concentração de carboidratos em raízes, caule e folhas, aproveitamento comercial de mudas, taxa de assimilação de CO2, condutância estomática, transpiração e eficiência do uso da água. O delineamento adotado foi o de blocos ao acaso, seguindo o esquema fatorial 2 x 3 x 4 (porta-enxerto x fase de crescimento x deficiência hídrica), perfazendo 24 tratamentos e cinco repetições para o primeiro experimento, e esquema fatorial 2 x 3 x 3, com 18 tratamentos e seis repetições no segundo experimento. A parcela experimental foi constituída de seis plantas. Mudas de laranja Valência enxertadas sobre limão Cravo e citrumelo Swingle apresentam crescimento e características fisiológicas distintas, sendo que maior vigor é induzido por aquele porta-enxerto. O emprego de PEG como osmólito em estudos para indução de deficiência hídrica in vivo não é indicado para citros em vasos, já que este material acarreta efeitos fisiológicos distintos daqueles apresentados por plantas submetidas à interrupção da irrigação. Mudas sobre ambos porta-enxertos são afetadas pela interrupção da irrigação entre a retirada do fitilho e a maturação do segundo fluxo de crescimento do enxerto, sendo os prejuízos proporcionais à duração da deficiência hídrica. Os efeitos da seca temporária são mais intensos quando aplicados isoladamente a partir da maturação do primeiro fluxo de crescimento, devido ao maior tamanho das plantas. A interrupção da irrigação até que o potencial hídrico do substrato seja de -15kPa permite produção satisfatória de mudas de laranja Valência sobre limão Cravo e citrumelo Swingle, independentemente do período em que ocorra a deficiência hídrica. A interrupção da irrigação até que o potencial hídrico do substrato atinja -25kPa afeta significativamente a produção das mudas cítricas. O limão Cravo induziu maior aclimatação à copa, apresentando grande capacidade de recuperação do crescimento e do desempenho fisiológico após sucessivos ciclos de suspensão / restauração da irrigação. / Physiological aspects of citrus nursery tree production submitted to water deficit are necessary to support irrigation management in screen houses. This work evaluated water stress induced either by polyethylene glycol (PEG) or irrigation suspending on growth and physiological traits of Valencia sweet orange (Citrus sinensis L. Osbeck) budded on Rangpur lime (Citrus limonia Osbeck) and Swingle citrumelo (Poncirus trifoliata (L.) Raf x Citrus paradisi Macf). Nursery trees were produced in 4.5L containers filled with composted pine bark, and submitted to water stress in three phenological phases in two seasons (autumn-winter and spring-summer). Experimental works were divided in two trials. In the first one, evaluation was carried on plants submitted to container capacity, irrigation suspending when substrate water potential dropped to -15kPa, and two PEG concentrations in water equivalents to substrate water potential of -15 and -25kPa. In the second trial, evaluation was carried on plants submitted to container capacity and irrigation suspending when substrate water potential dropped to -15 and -25kPa. Data collected included biometric variables, leaf concentrations of nutrients, proline and chlorophyll, carbohydrates concentrations in roots, stems and leaves, commercial feasibility of nursery trees, CO2 assimilation rate, stomatal conductance, leaf transpiration and temperature, and water use efficiency. Experimental design was randomized blocks with a 2 x 3 x 4 factorial (rootstock x phenological phase x water stress), performing 24 treatments and five replicates for the first experiment, and a 2 x 3 x 3 factorial with 18 treatments and six replicates for the second experiment. Experimental unit consisted of six nursery plants aligned on concrete benches. Valencia sweet orange budded on Rangpur lime and Swingle citrumelo had different growth and physiological behavior, with the first rootstock inducing higher vigor. PEG should not be used for in vivo water stress studies in containerized citrus, as a result of toxicity and physiological effects distinct from those observed in plants submitted to suspended irrigation. Nursery trees on both materials are affected by suspended irrigation from unwrapping to the maturation of scion second growth flush. Damages to plant development due to water deficit are proportional to stress duration. However, temporary drought is more harmful when partially induced after the scion first growth flush, probably because of higher plant size and container restriction. Substrate water potential of -15kPa can be used as adequate irrigation threshold for Valencia sweet orange nursery production on Rangpur lime and Swingle citrumelo rootstocks regardless of phenological phase. On the other hand, substrate water potential of -25kPa significantly reduces horticultural value of citrus nursery trees. Rangpur lime induces higher morphological and physiological acclimation to the scion due to irrigation suspending, and it also has great plasticity and recovery of growth and physiological performance after successive suspending / restoring irrigation cycles.

O presente estudo delineou-se dentro de uma abordagem qualitativa, caracterizando-se como estudo de caso participante. O tema nasceu da observação da carência de formação musical entre os profissionais que trabalham nos berçários, creches e Centros de Educação infantil. Teve por objetivo compreender os aspectos envolvidos no processo de formação musical do professor generalista que trabalha com bebês e crianças pequenas, a partir de um curso básico de música, elaborado dentro dos pressupostos da Teoria da Aprendizagem Musical de Edwin Gordon, por entender que esta teoria apresenta informações e traz orientações claras quanto o desenvolvimento musical da criança, facilitando a organização de possíveis propostas metodológicas. Logo após o curso, durante um ano letivo, realizou-se o acompanhamento reflexivo e suporte pedagógico musical junto a uma das professoras participantes do curso inicial. O referencial teórico debruçou-se sobre estudos oriundos da Sociologia da Infância quanto à concepção de infância, dentre os autores estão Corsaro (s/d) e Qvortrup (2010; 2011) no sentido de conceituar a criança adotada nessa pesquisa; sobre estudos que tratam da formação do professor generalista, como os de Kishimoto (2005; 2008), Gatti e Barreto (2009), dentre outros, e formação de professores de arte no Brasil, como Fonterrada (2008), Barbosa (1989; 2002a; 2002b; 2003); sobre estudos relacionados às origens da música e sua importância, dentre outros, para as relações sociais do Homem, como os de Brown et al (2000); Levitin (2006); Sandra Trehub (2002; 2003); sobre os estudos das interações iniciais dos bebês a partir das concepções de Colwin Trevarthen (1996;1999; 2000) e Daniel Stern (1992) e da descrição minuciosa da Music Learning Theory de Edwin Gordon. Encontram-se nas análises dos dados as contribuições deste modelo de ação para a formação musical inicial dos professores, que neste caso eram alunos de um curso de pedagogia que já atuavam na educação Infantil, e seus reflexos no contexto da creche. Os resultados mostraram-se efetivos quanto à abordagem teórica musical adotada. Houve um crescimento musical significativo durante o processo estabelecido no curso, dada à inexperiência musical das participantes. Posteriormente, no acompanhamento da prática da professora, observou-se um reflexo expressivo no desenvolvimento musical dos bebês através de inúmeras respostas musicais, de movimento corporal, além de ricas interações entre a professora e os bebês, bem como entre os bebês e seus pares, corroborando com a literatura estudada. / This study outlined in a qualitative approach, characterized as participant case study. The issue arose from the observation of the lack of musical education among professionals who work in nurseries, kindergartens and Child Education Centers. Aimed to understand the issues involved in the musical formation process of class teachers working with babies and toddlers, from a basic course in music, elaborated within the assumptions of the theory of Musical Learning Edwin Gordon, understanding that this theory displays information and provides clear guidance on the musical development of the child, facilitating the organization of possible methodological proposals. Soon after the course, during a school year, there was reflective accompaniment and musical pedagogical support by one of the participating teachers of the initial course. The theoretical bent over coming studies of Sociology of Childhood on the design of childhood, among the authors are Corsaro (s/d) and Qvortrup (2010; 2011) to conceptualize the child adopted in this research; on studies dealing with the training of class teachers, like those of Kishimoto (2005; 2008), Gatti and Barreto (2009), among others, and training of art teachers in Brazil, as Fonterrada (2008), Barbosa (1989; 2002a; 2002b; 2003); on studies related to the origins of music and its importance, among others, for social relations of man, such as Brown et al (2000); Levitin (2006); Sandra Trehub (2002; 2003); On the studies of early interactions babies from the conceptions of Colwin Trevarthen (1996; 1999; 2000) and Daniel Stern (1992); and detailed description of Music Learning Theory of Edwin Gordon. Are the analysis of the data contributions from this model of action for the initial musical training of teachers, which in this case were students of a pedagogy course already working in Early Childhood Education, and its effects in the context of the nursery. The results were effective as the musical theoretical approach adopted. There was a significant musical growth during the process established in the course given to musical inexperience of the participants. Subsequently, in monitoring the practice of teacher, there was a significant reflection in the musical development of babies through numerous musical responses, body movement, and rich interactions between the teacher and the babies and between babies and their peers, corroborating the literature studied.