Why does the implementation of policies for educational improvement often disappoint? The literature suggests that pitfalls in the formulation stage can hamper successful implementation. This research aims to develop insights into the process of policy formulation in order to establish how this may affect subsequent policy implementation using a case study of Pre-Primary Education in Bangladesh. Uniquely, I have been able to study the development of PPE policy when it was taking place since I was directly involved in the process as a professional advisor working for a donor. The first research question investigated how the pre-primary policy was formed. This had two parts in terms of i) developing understanding of the phases of policy formulation and the stakeholders involved, and ii) analysing the discourses that informed the policy. The second research question enquired into the development of the implementation strategy and its feasibility, and compared expectations with the data available on the characteristics and impact of the initial implementation. This enabled the identification of aspects of policy formulation that shape current and future implementation. Special attention was given to the development of policy that prioritised underprivileged children throughout the process, because of the extent of unequal provision and because this was a high profile goal for educational development. The analysis of policy development derived from relevant policy documents and keyinformant interviews highlighted charismatic and politicised approaches to educational reform, which lacked the involvement of beneficiaries and those tasked with implementation. This has consequences for subsequent impact and the sustainability of the new policy. The initial implementation was generally considered inadequate and uneven by the respondents. It reflected aspirational planning linked to the EFA goals, with ambitious aims to provide a "quantitative breakthrough" in access and attainment without a realistic assessment of the resources available and the capacity to mobilise them. When the implementation strategy was updated and included in the third national programme of primary education (PEDP III), a more phased and comprehensive approach to planning was introduced. However, reports on programme implementation have identified delays and difficulties in starting PEDP III, albeit improvements between year 1 and 2 have been noted. In particular, the implementation strategies identified were insufficiently detailed and different stakeholders' needs were not properly assessed. More equitable delivery to underprivileged children remains poorly articulated. Part of the reason appears to be diminished political will and inconsistent leadership. Finally, opportunities to collaborate with the NGO service providers have not been fully exploited and the implementation planning for PEDP III appeared to have relied excessively on external expertise, with implications for the ownership and continuity of the policy on pre-school. Based on these findings, suggestions are offered to the development partners, the Government and the NGOs to improve the integration of policy and implementation strategies to increase the probability of sustained improvements in Pre Primary provision.

The choice of a nursery school is a first life step into the world. 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" is divided into two parts - theoretical and practical. The theoretical part 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 describes the realization of the research 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. The chapters in the practical part are also focused on individual nursery school characteristics, detailed data analysis as well as data summary and evaluation of three distinct questionnaires. The thesis conclusion contains overall summary of all gained data and knowledge and final suggestions for creation of nursery school image.

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.

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.

As mudanças na produção de mudas cítricas, com o uso de compostos a base de casca de pínus, vem levando a uma interação antagônica entre os citros e algumas espécies de cogumelos, ditos saprófitas. Este trabalho caracterizou esta nova interação, identificando e isolando os basidiomicetos associados ao problema e outros macrofungos presentes neste sistema de produção. O principal fungo encontrado foi Leucocoprinus birnbaumii que forma basidiomas de cor creme a amarelo brilhante, ocorrendo dois tipos morfológicos (LB e NTA). O micélio promove a impermeabilização no substrato dependendo das condições hídricas, o qual explica a variação nas perdas. Os esporos são produzidos após a abertura do píleo, sendo que a recomendação da coleta dos cogumelos fechados está sendo uma prática adotada nos viveiros. In vitro, as colônias são brancas para creme, tendo uma taxa de crescimento em diâmetro de 0,41 a 0,72 cm/dia em meio cenoura-ágar (CA), variando em função do isolado e da sua procedência. O pH não teve grande influência, mesmo variando de 4,5 a 8,0. O crescimento das colônias foi decrescendo nos meios de cultura CA, aveia-ágar, V8, BDA, malte-ágar e completo de Pontecorvo; enquanto que nos de composição definida, o meio Czapek (0,56 cm/dia) foi superior ao meio mínimo (0,48 cm/dia). Entre as fontes de carbono, o amido foi o melhor, seguido da galactose, maltose, glicerol, glicose, ágar, sacarose, ácido succínico e lactose, não houve crescimento em acetato de amônio nem em oxalato de sódio. Entre as fontes de nitrogênio, os compostos nítricos foram semelhantes aos aminoácidos (glutamato, glutamina e glicina) e ligeiramente preferenciais aos amoniacais, enquanto a uréia inibiu o crescimento e o nitrito de sódio teve efeito fungicida. Nos experimentos realizados em viveiro comercial, o de controle químico teve aumento da produção de cogumelos para a maioria dos fungicidas avaliados, com exceção da iprodiona; o qual é explicado pelo efeito sobre os fungos agentes do controle biológico, como foram associados aos basidiomas Aspergillus niger, Aureobasidium pullulans e Penicillium olsoni. No experimento de controle biológico, as espécies de Trichoderma foram muito variáveis na sua eficiência, alguns colonizando até o substrato, mas não os cogumelos. O experimento com produtos alternativos teve melhores resultados de controle principalmente com o nitrito de sódio, o qual vem sendo adotado no controle deste basidiomiceto via aplicação no substrato e o vinagre pelo uso superficial. Outros macrofungos foram observados como o ninhode- passarinho (Cyathus stercorius); o cogumelo branco (Leucocoprinus brebissonii); a falsa trufa (Agaricaceae incertae sedis) e o cogumelo vermelho (Gymnopilus dilepis). A presença do cogumelo branco também causou preocupação nos viveiristas, mas não apresentou efeito nas plantas, nem impermeabilização. Entretanto, o cogumelo vermelho vem causando problemas na produção com fibra de coco por dimuir a capacidade de retenção de água. A falsa trufa também provoca prejuízos diretos diminuindo o desenvolvimento das mudas cítricas, tendo menor número de radicelas, provavelmente associado à maior temperatura na decomposição do substrato. Assim, há uma necessidade de um contínuo levantamento dos novos macrofungos que possam se adaptar às condições de substratos e de manejo nos viveiros de mudas cítricas. / Changes in the production of citrus nursery, using compounds from pine bark, have led to an antagonistic interaction between the citrus and some species of mushrooms, so-called saprophytes. This study characterized this new interaction, by identifying and isolating basidiomycetes associated to the problem and other macrofungi present in this production system. The main basidiomycete found was Leucocoprinus birnbaumii which has cream-colored to bright yellow, occurring two morphological types (LB and NTA). The mycelium promotes the sealing of the substrate depending on water conditions, for which there is much variation in losses. The spores are produced after the opening of the pileus, and the collection of closed cap has been adopted as a practice in citrus nurseries. In vitro, the colonies vary from cream to yellow, with a growth rate in diameter from 0.41 to 0.72 cm / day in the carrot-agar (CA) medium, depending on the isolate and its origin. The pH was not of great influence, even varying from 4.5 to 8.0. The colony growths was decreasingly in the culture medium CA, oatmeal agar, V8, PDA, malt agar and complete Pontecorvo, whereas the composition set, the Czapek medium (0.56 cm / day) was higher than the minimal medium (0.48 cm / day). Among the carbon sources, starch was the best, followed by galactose, maltose, glycerol, glucose, agar, sucrose, succinic acid and lactose, no growth in ammonium acetate or sodium oxalate. Among the sources of nitrogen, nitric compounds were similar to aminoacids (glicine, glutamate and glutamine) and were slightly preferred to ammonium, whereas urea inhibited the growth and sodium nitrite had fungicidal effect. In the experiments in citrus nursery, the chemical control assay, most fungicides has led to an increased production of mushrooms, except for iprodione, which is explained by the effect on fungal-biological control agents, which have been associated as Aspergillus niger, Aureobasidium pullulans and Penicillium olsoni. In the biological control experiment, Trichoderma species were highly variable in their efficiency, some of them colonized the substrate, but not the mushrooms. The experiment with unconvencional products has led to better results, especially with sodium nitrite, which has been adopted to control the substrate and vinegar in surface application. Other macrofungi were observed as the nest-to-bird (Cyathus stercorius), the white mushroom (Leucocoprinus brebissonii), the false truffle (Agaricaceae incertae sedis) and the Red Mushroom (Gymnopilus dilepis). The presence of the white mushroom has also caused concern in the nursery, but had no effect on plants, or sealing. However, the red mushroom is causing problems in the production of coconut fiber, leaving the fibers, which have no function in water retention. The false truffle also causes direct losses decreasing the development of the citrus trees, and fewer fibrous roots, probably associated to higher temperature in the decomposition of the substrate. Thus, there is a need for a new continuous survey of macrofungi that can adapt to the conditions of substrate and management in citrus nurseries

This diploma thesis deals with recruitment and selection of the teaching staff in alternative nursery schools. The theoretical part defines personnel management and characterizes its main tasks. Furthermore, it focuses on recruitment and selection of staff. It describes ways of implementations, methods and sources, which are frequently used for recruitment and selection of the teaching staff. It defines selected types of alternative nursery schools, the role of the headmaster and the teacher. The practical part is based on quantitative survey. The results of the survey describe methods and ways of implementations, which are most frequently used by headmasters or human resources officers when recruiting the teaching staff. Furthermore, the results are used for creating a general comprehensive personnel plan for recruitment and selection the teaching staff in alternative nursery schools, which can be used by headmasters of nursery schools (especially the alternative ones) or as a study material in the area of human resources.

I förskolans läroplan beskrivs att pedagoger ska lägga stor vikt vid att uppmuntra varje barn till att utveckla sitt språk. Under verksamhetsförlagda delar av utbildningen och arbete på förskolor har vi sett att små barn ibland får stå åt sidan för att gynna verksamhet för äldre barn. Att låta barn utveckla sitt språk med stöd av pedagoger och en social miljö är något som påverkar oss resten av livet. Att behärska språket är en nödvändighet i samhället. Syftet med studien är att synliggöra verksamma pedagogers arbete med ett- till treåringars språkutveckling i förskolan. Studien syftar vidare till att påvisa eventuella skillnader i språkligt bemötande ur genusperspektiv. Studien är kvalitativ och bygger på fyra observationer och fyra intervjuer, vilka är genomförda på två olika förskolor. Resultatet presenterar pedagogers arbetssätt och tankar bakom arbetet med språkutveckling, vilka möjligheter respektive hinder de ser och deras tankar bakom bemötande av flickor och pojkar ur språkutvecklingsperspektiv. I resultatet framkom att pedagogerna arbetar med språket på många sätt på förskolan, till exempel genom samlingar, vardagliga möten med barnen och genom att minska barngrupperna för att få mer tid för varje barn. I arbetet med språket ser pedagogerna möjligheter att använda sig av samlingen som pedagogiskt redskap men även utnyttja de vardagliga mötena. Pedagogen själv kan vara ett hinder om inte tiden finns för samtal med barnen då en viktig del av språkstimulansen går förlorad. Vissa pedagoger ser inga hinder alls för språkutvecklingen. Beträffande eventuell skillnad i bemötande gentemot flickor och pojkar visar resultatet att pedagogerna inte gör någon märkbar skillnad utan de alla har värderingen att bemöta alla barn lika. Slutligen diskuteras resultatet i relation till litteraturen och våra egna reflektioner. Studiens slutsats är att uppmuntran, benämning och bekräftelse kännetecknar det språkliga bemötandet i pedagogernas arbete med små barns språkutveckling. / In the curriculum of the nursery school it is said that the teachers shall lay stress on encouraging each child to develop his/her language. During trainee work of the education and the work at nursery schools, we have been witnessing young children step aside in the favour of the older children’s activity. Letting children develop their language with the support of the teachers and a social surrounding affects them for the rest of their lives. Controlling the language is a necessity in the society. The purpose with this study is to visualise how active teachers are thinking and working with a language education for one- to three-year-olds. The study aims further to point out any differences in a linguistic treatment from a gender perspective. The study is qualitative and it is based on four observations and four interviews, which are carried out at two different nursery schools. The result presents the teachers’ way of working and thoughts behind the work with language education, what possibilities and obstacles they see and their thoughts behind the treatment of girls and boys from a language developing perspective. In the result it appeared that the teachers work with the language in many different ways at the nursery school, for instance by gatherings, everyday meetings with the children and by reducing the children groups to gain more time for each child. In the work with the language, the teachers see the possibilities of using the gathering as an educational tool and utilising the everyday meetings as well. The teacher him/her self can be an obstacle if there is no time for talk with the children, whereas an important part of the language stimulation is lost. Some teachers don’t see any obstacles whatsoever for the language development. Regarding a possible difference in the treatment against girls and boys, the result shows that teachers don’t make any remarkable distinction, but they all share the value of treating every child equally. Finally, the result is discussed in the relation to the literature and our own reflections.

<p>I förskolans läroplan beskrivs att pedagoger ska lägga stor vikt vid att uppmuntra varje barn till att utveckla sitt språk. Under verksamhetsförlagda delar av utbildningen och arbete på förskolor har vi sett att små barn ibland får stå åt sidan för att gynna verksamhet för äldre barn. Att låta barn utveckla sitt språk med stöd av pedagoger och en social miljö är något som påverkar oss resten av livet. Att behärska språket är en nödvändighet i samhället. Syftet med studien är att synliggöra verksamma pedagogers arbete med ett- till treåringars språkutveckling i förskolan. Studien syftar vidare till att påvisa eventuella skillnader i språkligt bemötande ur genusperspektiv. Studien är kvalitativ och bygger på fyra observationer och fyra intervjuer, vilka är genomförda på två olika förskolor. Resultatet presenterar pedagogers arbetssätt och tankar bakom arbetet med språkutveckling, vilka möjligheter respektive hinder de ser och deras tankar bakom bemötande av flickor och pojkar ur språkutvecklingsperspektiv. I resultatet framkom att pedagogerna arbetar med språket på många sätt på förskolan, till exempel genom samlingar, vardagliga möten med barnen och genom att minska barngrupperna för att få mer tid för varje barn. I arbetet med språket ser pedagogerna möjligheter att använda sig av samlingen som pedagogiskt redskap men även utnyttja de vardagliga mötena. Pedagogen själv kan vara ett hinder om inte tiden finns för samtal med barnen då en viktig del av språkstimulansen går förlorad. Vissa pedagoger ser inga hinder alls för språkutvecklingen. Beträffande eventuell skillnad i bemötande gentemot flickor och pojkar visar resultatet att pedagogerna inte gör någon märkbar skillnad utan de alla har värderingen att bemöta alla barn lika. Slutligen diskuteras resultatet i relation till litteraturen och våra egna reflektioner. Studiens slutsats är att uppmuntran, benämning och bekräftelse kännetecknar det språkliga bemötandet i pedagogernas arbete med små barns språkutveckling.</p> / <p>In the curriculum of the nursery school it is said that the teachers shall lay stress on encouraging each child to develop his/her language. During trainee work of the education and the work at nursery schools, we have been witnessing young children step aside in the favour of the older children’s activity. Letting children develop their language with the support of the teachers and a social surrounding affects them for the rest of their lives. Controlling the language is a necessity in the society. The purpose with this study is to visualise how active teachers are thinking and working with a language education for one- to three-year-olds. The study aims further to point out any differences in a linguistic treatment from a gender perspective. The study is qualitative and it is based on four observations and four interviews, which are carried out at two different nursery schools. The result presents the teachers’ way of working and thoughts behind the work with language education, what possibilities and obstacles they see and their thoughts behind the treatment of girls and boys from a language developing perspective. In the result it appeared that the teachers work with the language in many different ways at the nursery school, for instance by gatherings, everyday meetings with the children and by reducing the children groups to gain more time for each child. In the work with the language, the teachers see the possibilities of using the gathering as an educational tool and utilising the everyday meetings as well. The teacher him/her self can be an obstacle if there is no time for talk with the children, whereas an important part of the language stimulation is lost. Some teachers don’t see any obstacles whatsoever for the language development. Regarding a possible difference in the treatment against girls and boys, the result shows that teachers don’t make any remarkable distinction, but they all share the value of treating every child equally. Finally, the result is discussed in the relation to the literature and our own reflections.</p>

No description available.

Mokslinį tiriamąjį darbą “Mikorizės morfotipai paprastosios pušies želdiniuose” sudaro 52 puslapiai, iš jų 10 lentelių, 26 paveikslų, literatūros sąraše 72 šaltiniai. Išanalizuotas paprastosios pušies Labanoro provenencijos sodmenų vystymosi ir adaptyvumo ypatumai lauko daigyne ir želdiniuose. Įvertinta atskirų daigyno substratų (pušyno, ąžuolyno pakločių) įtaka sėjinukų (2+0) vystymuisi, adaptyvumui ir mikorizės išplitimui. Nustatyti minėtos provenencijos sodinukų (2+1) reakcijos į naujas augimo sąlygas atskirose želdavietėse (poligone, miško kirtavietėje, žemės ūkio naudmenose) ypatumai. Pateikti mikorizės kiekybinės ir kokybinės sudėties skirtumai atskiruose daigyno substratuose ir tirtose želdavietėse. Palygintos tradiciniu (morfotipavimo) ir molekuliniais (PCR-RFLP, sekvenavimas) metodais nustatytos mikorizės grybų rūšys. / The study from the research “The mycorrhizal morphotypes of Scots pine seedlings in response to different site” amounts to 52 pages, 10 tables, 26 figures and 72 refrences. The peculiarities of development and adaptivity of Scots pine seedlings from Labanoras provenance in bare-roots nursery and different site were analyzed. We hypothesized that soil with forest litter amendment would affect ectomycorrhizal community structure and growth and productivity characteristics of Scots pine seedlings in bare-roots nursery and in response to different site. In our experimental system, a layer of pine or oak litter was placed on the surface of the nursery bed soil in order to mimic natural litter cover. The influence of different nursery substrata (oak and pine litter) on development, adaptivity and mycorrhizal spread of seedlings (2+0) has been assessed. The peculiarities of seedlings (2+1) of mentioned provenance in response to new growth conditions in different site were found. The differences of qualitative and quantitative composition in nursery substrata and different site were investigated. Mycorrhizal fungi species were assessed by morphotyping and molecular methods (PCR-RFLP, sequence) identification. We have preliminary evidenced that changes to the supply of organic matter through litter manipulation may have wide-reaching effects on soil physical properties and soil chemistry and thus influence growth and survival Scots pine seedlings and their mycorrhizal communities... [to full text]