The problem of this study was a comparison of young children's intensity of task—involvement in child—selected activities. A group of 23 children, four to six years of age, was selected as the subjects from a university affiliated child development laboratory school. These children were observed during child-selected activities for five consecutive weeks. The instrument utilized to collect the data was the Intensity Of Involvement Scale, composed of seven categories of intensity from "Unoccupied" to "Complete." To obtain reliable data, two observers were involved in the observation and a carefully planned procedure of observation was followed accurately. The comparison of children's intensity of task-involvement among child-selected activities, using statistical methods of mean and standard deviation, yielded a similar result among various groups of children. The learning centers in which children were involved most intensely were water play, family living, manipulative, and art centers. The children, however, were involved in the reading, block, and writing centers less intensely. In comparing children's intensity of task-involvement between age-groups and sex-groups, the analyses of two-way t-test revealed that age-differences were significant (p<.05) but sex-differences were not significant in children's overall intensity of task-involvement. Also, the results showed that the significance of differences in children's intensity of task-involvement in each child-selected activity depended more upon the age than the sex of children. In addition, individual differences in children's intensity of task-involvement were examined using mean, frequency distribution, and range. The finding was that children differed from one another in their degrees and variability of intensity of task-involvement in child-selected activities.

The study was an investigation of parental decision-making regarding preschool programs for their children. Data indicated that parents investigated a preschool program beyond a conversation with the preschool director and that non-educational aspects of preschool programs were important considerations in the selection of a preschool program by parents. Parents educational preferences tended to coincide with the educational programs of the preschools they selected, although parents indicated favorable opinions of more educational variables than any of the preschools surveyed offered. Levels of education attained by mothers appeared to have little effect on educational preferences, and parents whose first child was attending preschool had educational preferences similar to those of parents whose older children had attended preschool.

Made available in DSpace on 2016-07-27T13:52:56Z (GMT). No. of bitstreams: 1 Patricia Gouvea Nunes.pdf: 1241129 bytes, checksum: 81d5753f96863617a5d23d03b82f68f1 (MD5) Previous issue date: 2013-08-22 / The present dissertat ion aims at invest igat ing and analyzing how municipal - run nursery school male teachers f rom Rio Verde, State of Goiás, are seen by the school community. The study intended to answer the following quest ions: are there many nursery male teachers in basic educat ion? How does a male teacher consist himself in a social space that has mainly female teachers? How do the students´ parents and coworkers see male teachers in nursery schools? For this study, it was invest igated the inst itut ions and the number of male and female teachers that work in municipal - run nursery schools of Rio Verde. I t can be assumed that acknowledgement of women in this f ield of work became a habitus. I t was possible to ident ify that male teacher ´s pract ice in nursery schools in Rio Verde is expressed by power relat ions that run through social and gender relat ions in social spaces. Moreover, male teachers in places historical ly considered women´s spaces maintain t radit ional mascul inity in teaching pract ice, as cultural habitus kept by symbolic violence. The discussion and theor izat ion of gender and teaching were based on Scot t (1995), Louro (2011) , Assunção (1996), Carvalho (1999) and Rosemberg (2001). Bourdieu´s concepts of habitus and symbol ic violence and Robert Connel´s studies (1995) of mascul inity were used in order to understand and give theoret ical support to the invest igat ion. / A presente disser tação tem como objet ivo invest igar e analisar o professor homem na educação infant il da rede municipal de ensino de Rio Verde (GO) e como este é percebido pela comunidade escolar. A invest igação orientou-se por questões como: existem muitos professores homens nesta etapa da educação básica? Como o professor homem se const itui/se constrói nesse espaço social que é composto majoritar iamente por mulheres? Como os pais de alunos(as) e colegas de t rabalho percebem o professor homem na educação infant il? Esta invest igação desenvolveu-se mediante estudo bibl iográf ico, anál ise documental , aplicação de quest ionár ios e entrevistas. Levantou-se dados sobre as inst ituições de educação infant il de Rio Verde, destacando o número de inst ituições e de professores e professoras que nelas atuam, por sexo. Pode-se dizer que se tornou um habitus o reconhecimento de mulheres nessa mesma função. Ident if icou-se que a atuação docente dos professores homens do município de Rio Verde na educação infant il é marcada por relações de poder que permeiam as relações sociais e de gênero presentes nos espaços sociais. Constatou-se ainda que homens em espaços considerados historicamente como femininos apresentam a manutenção de caracter íst icas da prát ica docente associadas à masculinidade tradicional, como um habitus cultural mant ido pela violência simból ica. Teve-se como suporte teór ico para esta pesquisa estudos que nos permit i ram conceituar e contextual izar gênero e docência real izados por autores(as) como Scot t (1995), Louro (2011), Assunção (1996), Carvalho (1999) e Rosemberg (2001). Os conceitos de Habitus e de violência simból ica, de Pierre Bourdieu (2011) , e os estudos sobre masculinidades, de Robert Connel (1995) , auxil iaram-nos no entendimento e na sustentação teórica para as questões que nos propomos a desenvolver .

Made available in DSpace on 2015-05-14T13:16:18Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1663956 bytes, checksum: fc4ed794f10adb45f3bf72f9d1f68c2f (MD5) Previous issue date: 2013-05-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aimed to examine how the space are used in the classroom, analyzing the occupation of the space in the classroom by children aged 24 months in average, in collective environments of four nursery schools in the city of João Pessoa, in the state of Paraíba. It was also objectified to analyze and understand how the interactions between educator/child and child/child occur in this space, since these social exchanges are fundamental for the linguistic and cognitive development of the children. It was selected two nursery schools located in buildings designed for this purpose of and two units located in residential buildings adapted to function as nursery schools. The theoretical framework for the analysis counted on the conceptions of development of active child, with emphasis on interactions proposed by Vygotsky and his socio historical approach. The social interaction approach proposed by the language researchers was in this study also used. Concerning the space, this research was guided by the ecological approach and the theoretical basis by Bronfenbrennner. According to this researcher, the potential promoter of the development space increases as the physical environment provides opportunities for occurring molar activities between educator and child, allowing them to move freely, motivating the child to engage in a variety of activities with other children. The method used for carrying out this study was characterized by quantitative and qualitative approach supported by the techniques of semi-structured interviews done with the educators and filmic observations of the occupation of the spaces in the children s activity rooms and the interactions occurred in these environments. The results revealed that even though the educators are professionals well intentioned concerning the children s care, they used recurrent directive commands to maintain rigid discipline, imposing the occupation of space in the classroom, causing most of the time behaviors in children that do not lead them to their the development. / O presente trabalho objetivou analisar como são utilizados os espaço na sala de aula, por crianças de idade média de 24 meses, nos ambientes coletivos de quatro creches do município de João Pessoa-PB. Procurou também analisar e compreender como se dão as interações entre educador/criança e criança/criança nesse espaço, já que as interações sociais são fundamentais para o desenvolvimento cognitivo e linguístico de crianças. Foram escolhidas duas creches que funcionam em prédios projetados para este fim e duas funcionando em prédios antes residenciais e adaptados para funcionarem como creches. Tomou-se como referencial teórico, para as análises, as concepções de desenvolvimento a partir de uma visão de criança ativa, com ênfase na perspectiva sócio-histórica de Vygotsky e na perspectiva da interação social dos estudiosos da linguagem. Em relação ao espaço, seguiu-se o referencial teórico a partir da abordagem ecológica de Bronfenbrennner, segundo o qual o potencial promotor de desenvolvimento do espaço aumenta na medida em que o meio ambiente físico oferece oportunidade de atividades molares entre educador e criança, permitindo a livre locomoção e motivando a criança a se engajar em atividades as mais diversas com outras crianças. A metodologia adotada foi a abordagem quanti-quali, recorrendo-se às técnicas de entrevista semi-estruturada, realizada com quatro educadoras e, a observação fílmica da ocupação dos espaços da sala de atividade e das interações que ali ocorreram. Os resultados evidenciaram que embora as educadoras sejam profissionais imbuídas de boas intenções no sentido de cuidar das crianças, usaram recorrentes diretivos para manter a rígida disciplina, impondo a ocupação do espaço na sala de aula, acarretando, na maioria das vezes, um comportamento nas crianças que não as conduziram para o desenvolvimento infantil.

Planning of school capacity in the Central Bohemia Region Abstract The objective of this thesis is to show the connection among demographic trends and the development of the educational system in the Central Bohemia Region from a quantitative point of view. This thesis focuses on repletion of school facilities, availability of education at pre-primary and basic levels and the possibility to estimate the basic parameters of the education system in future years. The first part addresses issues of methodology and the education system in general and theoretical level. It focused on the literature and data sources on the subject, describing the educational system in the Czech Republic and the development of educational legislation, explaining the methodology used in the second part of the thesis. The second part deals with specific application to data from the Central Bohemia Region. This section shows the numbers of children in nursery schools, pupils in basic schools and repletion of school facilities found in the districts of the Central Bohemia Region. The spatial distribution of school facilities is shown by proportional symbol technique. Furthermore, differences were found within the districts of Central Bohemia Region in relation to early childhood education by statistic methods. In conclusion the numbers...

Trata-se de um estudo na perspectiva da história da educação infantil para identificar as organizações públicas e privadas que mantinham educação para crianças de 0 a 6 anos no Estado de São Paulo, desde o aparecimento da primeira instituição em 1877 até os anos 1940, bem como as propostas de educação que orientavam a educação dessas crianças. Foram identificadas várias organizações privadas, filantrópicas, estaduais e, outras em parceria com o governo do Estado de São Paulo como mantenedores das instituições de educação infantil. Instituições denominadas asilos infantis, creches, escolas maternais e jardins de infância ofertavam educação infantil, em sua maioria, na forma de assistência às famílias e crianças exceto no jardim de infância anexo à Escola Normal Caetano de Campos criada em 1896. / This is a study from the perspective of the history of early childhood education, to identify public and private organizations that held education for children 0-6 years in the state of São Paulo, since the appearance of the first institution in 1877 until the 1940s, as well as the educational proposals that guided education of these children. We identified several private organizations, philantropic, state and other in partnership with the government of the State of called asylums, kindergartens, nursery schools and kindergartens offer children´s education, mostly in the form of assistance to families and children, except in kindergarten attached to the Normal School Caetano de Campos created in 1896.

Made available in DSpace on 2016-04-27T16:33:20Z (GMT). No. of bitstreams: 1 Elizabeth Barucci.pdf: 388683 bytes, checksum: 50a5d510139298fc297eda9d914f5ad6 (MD5) Previous issue date: 2007-02-26 / This research aims to investigate the configuration of the attendance policies to the childhood, as well as to elucidate the configuration of the childhood in Nursery Schools of the municipal district of São Paulo, in the end of 1980s and at the beginning of 1990s, period of the left government (PT Workers Party). The choice of the period (1989 to 1992) was influenced by the initial question: Which subjects of rights are those? Within a period of great political and economic crisis in the whole country, the nursery school policies implemented in the municipal district not only considered the social inequalities, prioritizing the attendance to the poor, but also considered the different social expectations in the construction of the institutional time of the childhood, focusing the child as a historical subject. The documental research offers the analysis and brings extracts of the documents produced by the Secretaryship from which the Nursery Schools were located, in order to compose a reflexive registration. The research intends to contribute for the understanding of the object (attendance policies to the childhood in the municipal nursery schools from São Paulo) inserted in its historical context. The research has as theoretical support the Childhood Sociology, especially with the authors Dahlberg, Moss e Pence, in order to analyze the configuration of the educational action in the institutions for the first period of childhood. The results reveal that in this period some policies were constituted facing the childhood, which focused the child as an active participant in the construction of the social time / Esta pesquisa tem o objetivo de investigar a configuração das políticas de atendimento à infância, bem como elucidar a configuração da infância nas creches do município de São Paulo, no final da década de 1980 e início dos anos 1990, período de governo petista. A escolha do período (1989 a 1992) foi influenciada pela questão inicial: Que sujeitos de direito são esses? Em tempos de grande crise política e econômica em todo o país, as políticas de creche implementadas no município, nesse período, não só consideraram as desigualdades sociais, priorizando o atendimento aos pobres, como também consideraram as diferentes expectativas sociais na construção do tempo de infância institucional, focalizando a criança como sujeito histórico. Prioritariamente documental, a pesquisa oferece análise e traz excertos dos documentos produzidos pela Secretaria à qual estavam locadas as creches, buscando compor registro reflexivo. A pesquisa pretende contribuir para a compreensão do objeto (políticas de atendimento à infância nas creches municipais paulistanas) inserido em seu contexto histórico. Busca apoio teórico na Sociologia da Infância, especialmente na colaboração de Dahlberg, Moss e Pence, para análise da configuração da ação educativa nas instituições para primeira infância. Os resultados revelam que nessa gestão se constituíram políticas voltadas para uma infância que focalizaram a criança como ser de ativa participação na construção desse tempo social

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.

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.

Trata-se de um estudo na perspectiva da história da educação infantil para identificar as organizações públicas e privadas que mantinham educação para crianças de 0 a 6 anos no Estado de São Paulo, desde o aparecimento da primeira instituição em 1877 até os anos 1940, bem como as propostas de educação que orientavam a educação dessas crianças. Foram identificadas várias organizações privadas, filantrópicas, estaduais e, outras em parceria com o governo do Estado de São Paulo como mantenedores das instituições de educação infantil. Instituições denominadas asilos infantis, creches, escolas maternais e jardins de infância ofertavam educação infantil, em sua maioria, na forma de assistência às famílias e crianças exceto no jardim de infância anexo à Escola Normal Caetano de Campos criada em 1896. / This is a study from the perspective of the history of early childhood education, to identify public and private organizations that held education for children 0-6 years in the state of São Paulo, since the appearance of the first institution in 1877 until the 1940s, as well as the educational proposals that guided education of these children. We identified several private organizations, philantropic, state and other in partnership with the government of the State of called asylums, kindergartens, nursery schools and kindergartens offer children´s education, mostly in the form of assistance to families and children, except in kindergarten attached to the Normal School Caetano de Campos created in 1896.