The thesis deals with the professional competencies of teachers of nursery schools. The theoretical part focuses on contemporary education of nursery school teachers and its history in the Czech Republic with an emphasis on professional competencies. Besides defining the concept of professional competence and their various concepts. Czech education preschool teachers is contrasted with the situation in Europe. The main aim of the research part of the thesis is to describe the differences between differently educated teachers of kindergartens within the conceptualization of professional competencies. The investigation is specifically compared how teachers assess the importance of professional competence and adequacy of their development in the initial training. The survey includes pilot study and private research. Pilot study includes data collection questionnaires and structured interviews for the four case studies with differently educated preschool teachers. Own research is realized in the form of questionnaires with different educated preschool teachers and structured interviews with experts on preschool education. Further analysis was carried out educational plans of selected institutions that educate future teachers of pre-primary. The benefit of the pilot study is especially significant...

v angličtině The name of dissertation: Movement activities of chlidren in their presschool age Written by: Šárka Kochanová The head of dissertation: PaedDr Jana Kolčiterová The objectives of dissertation: 1. Analysing some conditions for carrying out preschool children's activities at selected nursery schools and integrating individual preathletic exercises in chlidren's exercise. 2. Finding out parent's interests in children's sport activities. 3. Differertiation varios levels of children's sport activities at same age. Methodology: Study in depth of expert literaturee Informing about background at selected nursery schools Monitoring children's sport activities including preathletic exercises and testing its opinion Applycating simply athletic games to get necessary information to find out the differences in motor level of children at same age. Monitoring differences in sport activities of children living in town and in the country By way of unstandard questionnaire getting new information about children's and parent's attitudes to own assessment of their sport activities Results of dissertation 1. Conditions for sport activities at nursery schools locating in towns and in the country differ from one another. Nursery schools in the country don't measure up to the equipment of nursery schools in...

Notre travail de recherche traite de la problématique du contact de langues dans l'enseignement et l'apprentissage du français, en l'occurrence en milieu scolaire guyanais. Ainsi, l'objectif de notre travail de recherche est d'une part comprendre comment les phénomènes de contact de langues s'opèrent dans les situations d'apprentissage de type exolingue c'est-à-dire là où le jeune apprenant fait l'expérience de l'apprentissage d'une langue non maternelle dès le niveau préscolaire et d'autre part, voir comment les adultes (enseignants - atsem) ont recours à des codes linguistiques hétérogènes pour communiquer en classe. Notre travail de recherche est guidé par une problématique précise : « Quel est le rôle de l'alternance codique dans les pratiques de transmission de connaissances, linguistiques et extra-linguistiques ? ». Cette question représente l'ossature de notre recherche et de celle-ci se dégagent plusieurs lignes directrices à savoir en quoi l'alternance se présente comme une ressource langagière dans les échanges didactiques en contexte exolingue. Cette recherche emprunte essentiellement les apports de la linguistique suisse dans laquelle s'inscrivent les travaux de Jean-François de Pietro (1988) et Bernard Py (1986, 2004, 2005) sur le contact de langues, l'apprentissage et l'interaction et Marinette Matthey (2003) sur l'acquisition des langues secondes à l'école. Sur la base d'une démarche fondée sur une approche ethnographique, nous partons de l'observation et de la description des réalités socio-culturelles des situations de communication en classe culturellement signifiantes pour en décrire soigneusement les pratiques d'enseignement et d'apprentissage. Notre recherche se réclame avant tout d'un positionnement d'inspiration interactionniste, dans la mesure où nous cherchons notamment à appréhender un objet attaché aux interactions, à travers lesquelles se négocient et se construisent les connaissances et les compétences lors du passage d'une langue à l'autre. / Our research deals with the problem of the contact of languages in the teaching and learning of french, in this case in the Guyanese school environment. Thus, the objective of our research work is to understand how the phenomena of contact of languages that occur in learning situations of exolingual type, that is to say where the young learner is doing the experience of learning a non-maternal language from the pre-school level on the other hand, and how adults (teachers-atsem) use heterogeneous linguistic codes to communicate in the classroom. Our research work is guided by a specific problem: "What is the role of code-switching in the practices of transmission of knowledge, linguistic and extra-linguistic? ". This question represents the backbone of our research and it gives rise to several guidelines on how alternation presents itself as a linguistic resource in didactic exchanges in exolingual contexts. This research essentially borrows from the contributions of Swiss linguistics in the work of Bernard Py (1986, 2004, 2005) on language contact, learning and interaction and Marinette Matthey (2003) on acquisition of second languages at school. Based on an ethnographic approach, we start from the observation and description of the socio-cultural realities of culturally meaningful classroom communication situations in order to describe carefully the teaching and learning practices. Our research focuses above all on a positioning of interactionist inspiration, insofar as we seek in particular to grasp an object attached to the interactions, through which knowledge and skills are negotiated and constructed during the passage of a language to the other.

A presente dissertação parte da hipótese de que, por meio da análise do movimento entre o falar e o grafar, é possível entender os modos pelos quais a criança constrói o conceito do nome próprio. Ou seja, ela privilegia o estudo do momento no qual, para cada um dos informantes, o nome próprio deixou de ser uma imagem e passou a funcionar como um símbolo. A pesquisa teve por objetivo geral compreender como a simbolização do conceito de nome próprio se dá. Tomou como objeto de análise a produção de crianças em idade aproximada de três anos, alunos de uma escola pública de educação infantil de zero a três anos, no interior do Estado de São Paulo. Ao longo do ano de 2009, os informantes foram gravados em vídeo, com periodicidade mensal. As imagens foram tomadas durante a realização de uma atividade de escrita do nome próprio. A atividade teve por objetivo tanto registrar o ato da escrita do nome próprio pela criança quanto a fala produzida por ela durante a escrita. Assim, o corpus foi formado por gravações em vídeo, transcrições simples das falas nele contidas e pelas produções escritas de quatro crianças. Partindo da abordagem lacaniana, que considera o nome próprio como um traço que marca um corpo e, designando uma diferença, o inscreve em um lugar, a pesquisa procurou responder de que modo as crianças pequenas interpretam as marcas gráficas que produzem, de modo intencional ou acidental, ao serem solicitadas para escrever seu nome próprio. Na análise dos dados, buscou-se privilegiar os indícios das passagens que mostram a alternância entre os registros do psiquismo humano descritos por Lacan (real, simbólico e imaginário). Cotejando as produções das crianças, foi possível concluir que houve movimentos no e do escrito, tanto entre uma produção e outra quanto na elaboração de cada uma das produções. É possível afirmar que, aos poucos, os informantes atualizaram, no ato de escrever, seu assujeitamento às leis da linguagem e, por este motivo, puderam percorrer um caminho para se apropriar do sistema de representação escrita. Postulamos, portanto, que os traços e os riscos produzidos funcionam como significantes que interrogam a criança e a instigam a fazer reflexões a respeito da escrita. Nesse processo, a professora fez intervenções que potencializaram a reflexão a respeito da escrita e, assim, pôde sustentar o trabalho de reformulação das hipóteses a respeito da escrita como objeto do conhecimento. Com relação às alterações na relação dos informantes com o saber gerados pelo processo, pode-se dizer que eles passaram a buscar maneiras de se representar por meio de uma marca própria e singular. Concluímos, portanto, que o investimento necessário para realizar uma leitura mais atenta da escrita de crianças pequenas é válido, pois, potencialmente, pode proporcionar elementos para compreender os impasses na alfabetização dos mais velhos. / This work assumes that, through the analysis of the movement between speaking and writing, it is possible to understand the means by which the child builds the concept of proper name. In other words, it favors the study of the moment in which, to every one of the informers, the proper name was no longer an image and started operating as a symbol. The overall aim of this research was to comprehend how the concept of proper name symbolization occurs. The object of analysis was the written production of children around the age of three who are students at a nursery school in the countryside of São Paulo. During 2009, the informers were monthly recorded. The images were taken during a written activity in which the students were expected to write their own names. The aim of this activity was not only registering the act when the child writes her own name but also the speech produced while writing. Thus, the corpus was composed for video recording, simple transcriptions of the speeches recorded and four childrens written productions. We first consider Lacans approach, which considers the proper name a feature that creates a sign in a body and, as it designates a difference, signs it up in a determined place. Thus, this research aimed to answer how young children interpret the graphic marks produced by them, deliberately or accidentally, when they are asked to write their proper names. By the datas analysis, we intended to privilege the clues of the episodes that show the alternation between the human psychism registers described by Lacan (Real, Symbolic and Imaginary). By confronting the childrens productions, it was possible to conclude that there were movements in and from the written composition. It is possible to state that, little by little, the informers got up to date, when writing, their antipersonification to the language rules and, for this reason, they could cover a way in order to appropriate the written representation system. We assume, therefore, that the traces and lines produced work as significants that interrogate the child and instigate her to reflect on the written text. During this process, the teacher intervened, improving the reflection on the written text and supporting the hypotheses recast on writing as a knowledge object. In relation to the modifications in the relationship between the informers and the knowledge generated from the process, we could say that they started looking for ways to represent themselves through a singular and proper sign. We concluded, therefore, that the necessary investment in order to read more carefully young childrens productions is valuable, because it may give elements that will help comprehending the difficulties in teaching the older children how to read and write.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-28T18:38:48Z No. of bitstreams: 1 formacao_continuada.pdf: 730418 bytes, checksum: 6a7636bf82b84c4e50a7ab59795641eb (MD5) / Made available in DSpace on 2015-05-28T18:38:48Z (GMT). No. of bitstreams: 1 formacao_continuada.pdf: 730418 bytes, checksum: 6a7636bf82b84c4e50a7ab59795641eb (MD5) Previous issue date: 2011-02-28 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / A presente pesquisa se propôs a analisar as repercussões do curso de Formação Continuada desenvolvido pelo NUPE-UNISINOS na prática docente das professoras da Educação Infantil participantes do Grupo de Estudos de São Sebastião do Caí, no período de 2007 e 2008. O estudo caracterizou-se como uma pesquisa qualitativa, sendo que os principais instrumentos para levantamento de dados foram: análise de documentos, questionário (envolvendo todas as professoras do grupo de estudos), entrevistas individuais e semiestruturadas (com quatro professoras selecionadas neste grupo) e a observação. Os dados coletados foram analisados a partir de princípios da Análise de Conteúdos. O referencial teórico que iluminou as reflexões sobre a Formação Continuada de Professores e a Inovação foi fundamentalmente baseado em autores como: Freire (1996), Nóvoa (1995), Marcelo Garcia (1995,1999), Pérez Gómez (1995, 2001), Esteves (2010), Rios (2002, 2006), Cunha (1998, 2006, 2009), Cardoso (1997) e Carbonell (2002), sem detrimento de outras contribuições. A pesquisa possibilitou identificar a relevância desta proposta de formação continuada para as professoras participantes, na medida em que viabilizou um espaço de estudo e troca de conhecimentos que oportunizou às docentes, através do processo reflexivo, ressignificar saberes que resultaram em mudanças nas suas práticas docentes. O estudo também apontou que esse processo formativo contribuiu para a formação docente das participantes sendo que os saberes construídos ainda fazem sentido em suas práticas atuais que revelaram indicadores de inovação. / The objective of this research was to analyze the repercussion of the Continuing Development course given by NUPE UNISINOS for the teaching practice of the Nursery School teachers who attended the Studies Group in São Sebastião do Caí, during the years of 2007 and 2008. The researchs character was qualitative and the main employed methodologies used to data collection were: document analyzes, questionnaire (implicating all the teachers of the Studies Group) individual, semi-structured interviews (with four selected teachers of the Studies Group) and observation. The collected data wasanalyzed using the principles of the Content Analyze. The theoretical reference that enlightened the findings of this research was based on authors like: Freire (1996), Nóvoa (1995), Marcelo Garcia (1995, 1999), Pérez Gomez (1997), Esteves (2010). Rios (2002, 2006), Cunha (1998, 2006, 2009), Cardoso (1997) and Carbonell (2002), besides some others. The research found out the importance of the Continuing Development for the participating teachers, once it created a study and knowledge sharing space. This space allowed the teachers to think about their own practice and ascribe a new meaning for it. The research also learned that this process contributed to the teachers knowledge development once the built knowledge still makes sense for their practice, indicating innovation.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 63-68).

The thesis, on the subject of "The ideal nursery-school teacher in the eyes of parents", surveys the perspective of parents of children attending nursery school and investigates their point of view as to what the perfect nursery-school teacher should be like, while taking into consideration the gender of the respondents. The author focuses primarily on the theoretical specification of the nursery-school teacher's personality and professional competence, differentiation of teacher typology, education styles, the concept of authority and the related work agenda and demands connected with practising this profession. She also outlines the scientific discipline of pedeutology and existing research. In the practical section, a quantitative research investigation is made by way of questionnaire. The questionnaire is anonymous so as to protect the anonymity of the respondents. The research sample comprises the parents of children attending nursery school in the town of Písek. The responses reflect the respondents' opinions with respect to their idea of the perfect nursery-school teacher, and will be compared with hypotheses and then analysed. The thesis aims to ascertain the respondents' majority view as to the nursery-teacher ideal, the characteristics they most often want/prefer, the type of teacher (according to the typology in the theoretical section of the thesis) to which these characteristics best correspond, and whether or how ideas about the perfect nursery-school teacher vary.

Cette thèse porte sur les contenus d’enseignement et d’apprentissage de l’école maternelle. Présentée par Reuter (dir. 2007 : 45) comme renvoyant « à des choses aussi diverses que les savoirs, les savoir-faire ou les compétences qui sont les objets d’enseignement et/ou d’apprentissage les plus immédiatement identifiables dans un système didactique, mais aussi des valeurs, des pratiques, des “rapports àˮ, voire des comportements ou des attitudes. », la notion de contenus a été approchée à partir de trois corpus issus de différents espaces : l’espace de prescription (textes officiels), l’espace de recommandation (ouvrages généraux sur l’école maternelle et livres axés sur un champ disciplinaire particulier) et celui de pratiques (transcriptions de séances de classes). Les analyses menées à l’aide d’outils relevant de la linguistique (analyse de discours) et de différentes didactiques disciplinaires ont permis de mettre en relief, entre autres, une différence au sein de l’organisation structurelle des contenus présentés par les instructions officielles (organisation par thèmes et selon les domaines d’activités). De plus j’ai noté la pérennité de contenus tels que les savoirs et savoir-faire au cours de l’histoire de l’institution ainsi que l’apparition dans les années 1990 de nouveaux contenus , à savoir les compétences, la prise de conscience et “rapport àˮ). Par ailleurs, il existerait un lien entre ces différentes catégories et l’inscription disciplinaire des contenus. / This thesis focuses on teatching and learning contents in nursery school. For Reuter it refers « to such diverse things as knowledge and know-how or skills (both are teaching and/or learning contents immediately identifiable in a training system), values and practices, the « relationships to/with », and even behaviours and attitudes »To study the notion of content we based our research on a corpus of documents from three different sources : official texts, books on nursery school and specific academic fields, and transcripts of actual classroom sessions.Analyses carried out using tools from linguistic and academic training fields have highlighted a different structural organisation of contents in official texts (organisation by topics and by fields of activity). The analyses also revealed the continuity of knowledge and know-how contents throughout the history of nursery school, as well as the emergence of new contents (skills, awareness and relationships to/with ) in the 90'. Furthermore, there is a link between these categories and the location of contents in academic fields.

A presente dissertação parte da hipótese de que, por meio da análise do movimento entre o falar e o grafar, é possível entender os modos pelos quais a criança constrói o conceito do nome próprio. Ou seja, ela privilegia o estudo do momento no qual, para cada um dos informantes, o nome próprio deixou de ser uma imagem e passou a funcionar como um símbolo. A pesquisa teve por objetivo geral compreender como a simbolização do conceito de nome próprio se dá. Tomou como objeto de análise a produção de crianças em idade aproximada de três anos, alunos de uma escola pública de educação infantil de zero a três anos, no interior do Estado de São Paulo. Ao longo do ano de 2009, os informantes foram gravados em vídeo, com periodicidade mensal. As imagens foram tomadas durante a realização de uma atividade de escrita do nome próprio. A atividade teve por objetivo tanto registrar o ato da escrita do nome próprio pela criança quanto a fala produzida por ela durante a escrita. Assim, o corpus foi formado por gravações em vídeo, transcrições simples das falas nele contidas e pelas produções escritas de quatro crianças. Partindo da abordagem lacaniana, que considera o nome próprio como um traço que marca um corpo e, designando uma diferença, o inscreve em um lugar, a pesquisa procurou responder de que modo as crianças pequenas interpretam as marcas gráficas que produzem, de modo intencional ou acidental, ao serem solicitadas para escrever seu nome próprio. Na análise dos dados, buscou-se privilegiar os indícios das passagens que mostram a alternância entre os registros do psiquismo humano descritos por Lacan (real, simbólico e imaginário). Cotejando as produções das crianças, foi possível concluir que houve movimentos no e do escrito, tanto entre uma produção e outra quanto na elaboração de cada uma das produções. É possível afirmar que, aos poucos, os informantes atualizaram, no ato de escrever, seu assujeitamento às leis da linguagem e, por este motivo, puderam percorrer um caminho para se apropriar do sistema de representação escrita. Postulamos, portanto, que os traços e os riscos produzidos funcionam como significantes que interrogam a criança e a instigam a fazer reflexões a respeito da escrita. Nesse processo, a professora fez intervenções que potencializaram a reflexão a respeito da escrita e, assim, pôde sustentar o trabalho de reformulação das hipóteses a respeito da escrita como objeto do conhecimento. Com relação às alterações na relação dos informantes com o saber gerados pelo processo, pode-se dizer que eles passaram a buscar maneiras de se representar por meio de uma marca própria e singular. Concluímos, portanto, que o investimento necessário para realizar uma leitura mais atenta da escrita de crianças pequenas é válido, pois, potencialmente, pode proporcionar elementos para compreender os impasses na alfabetização dos mais velhos. / This work assumes that, through the analysis of the movement between speaking and writing, it is possible to understand the means by which the child builds the concept of proper name. In other words, it favors the study of the moment in which, to every one of the informers, the proper name was no longer an image and started operating as a symbol. The overall aim of this research was to comprehend how the concept of proper name symbolization occurs. The object of analysis was the written production of children around the age of three who are students at a nursery school in the countryside of São Paulo. During 2009, the informers were monthly recorded. The images were taken during a written activity in which the students were expected to write their own names. The aim of this activity was not only registering the act when the child writes her own name but also the speech produced while writing. Thus, the corpus was composed for video recording, simple transcriptions of the speeches recorded and four childrens written productions. We first consider Lacans approach, which considers the proper name a feature that creates a sign in a body and, as it designates a difference, signs it up in a determined place. Thus, this research aimed to answer how young children interpret the graphic marks produced by them, deliberately or accidentally, when they are asked to write their proper names. By the datas analysis, we intended to privilege the clues of the episodes that show the alternation between the human psychism registers described by Lacan (Real, Symbolic and Imaginary). By confronting the childrens productions, it was possible to conclude that there were movements in and from the written composition. It is possible to state that, little by little, the informers got up to date, when writing, their antipersonification to the language rules and, for this reason, they could cover a way in order to appropriate the written representation system. We assume, therefore, that the traces and lines produced work as significants that interrogate the child and instigate her to reflect on the written text. During this process, the teacher intervened, improving the reflection on the written text and supporting the hypotheses recast on writing as a knowledge object. In relation to the modifications in the relationship between the informers and the knowledge generated from the process, we could say that they started looking for ways to represent themselves through a singular and proper sign. We concluded, therefore, that the necessary investment in order to read more carefully young childrens productions is valuable, because it may give elements that will help comprehending the difficulties in teaching the older children how to read and write.

Denna studie har haft som syfte att synliggöra i vilka situationer förskolepedagoger och barn på en förskolas småbarnsavdelning använder sig av surfplattor. Faktorer som undersökts har varit vilka kontexter som utgör dessa situationer, vilka beståndsdelar dessa kontexter består av samt vilka motiv och aktiviteter som ligger till grund för användning av surfplattor. Studien har varit av kvalitativ karaktär och har undersökt en småbarnsavdelning med barn upp till tre år på en förskola i Stockholm. För att åstadkomma detta har semi-deltagande observationer skett på förskolan under fyra dagar. Den insamlade datan har ställts mot och analyserats efter Nardi, Dourish och Benyons teorier om kontext samt Blomberg, Burrell & Guests teori om etnografi. Undersökningen har funnit att motivet är den kontextuella beståndsdel som väger tyngst då den ligger till grund för resterande beståndsdelar. De tre motiv som identifierats i denna studie är kommunikation, visualisering och underhållning. / This report has aimed to visualize in which situations tablet computers are being used by nursery school teachers and children at a baby and toddler unit of a nursery school. Factors that have been studied are which contexts that constitute these situations, which components that constitute these contexts and which underlying motives and activities that encourage using tablet computers. The study has been of a qualitative type and has studied a baby and toddler unit at a Stockholm nursery school that include children of three years and younger. Semi-participant observations have been done in a period of four days. The gathered data has been analyzed according to Nardi, Dourish and Benyon’s view on context as well as Blomberg, Burrell & Guest’s view on ethnography. The study has found that the contextual component of most significance is the motive, since it forms the basis of remaining components. In this study, the three motives that have been identified are communication, visualization and entertainment.