Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / O objetivo desta tese consistiu em saber se os sentidos compartilhados e os significados construídos sobre o choro das crianças nas creches públicas do município de Juiz de Fora, durante as sessões reflexivas com as coordenadoras/diretoras, produzem espaços de reflexão teórica sobre as práticas capazes de criar uma prática de reflexão. Pelo tipo de problema formulado optei por trabalhar a perspectiva metodológica a partir do paradigma crítico de pesquisa, concretizado na modalidade de pesquisa crítica de colaboração, com enfoque sócio-histórico-cultural. Isto se justifica porque busco compreender o lugar do choro das crianças nas práticas das coordenadoras/diretoras, procurando identificar se a consciência das ações institucionalizadas pode produzir mudanças nas práticas no interior das creches. O corpus discurso da tese constitui-se de 10 sessões reflexivas, cujos dados produzidos foram organizados e analisados a partir da perspectiva teórico-metodológica dos Núcleos de Significação de Aguiar e Ozella (2006). O campo teórico está circunscrito no diálogo entre Vigotski, Bakhtin e Wallon. Isso porque estes autores contribuíram, sobremaneira, para a discussão sobre sentido, significado; linguagem e consciência, zona de desenvolvimento proximal, além do estudo da emoção, em especial, sobre a manifestação do choro da criança no contexto da creche. A arquitetura dos Núcleos de Significação revelou a necessidade de aprofundar questões relacionadas aos diversos olhares para o choro da criança; estratégias para lidar com o choro a partir da visão das coordenadoras/diretoras; o controle/descontrole/não controle do choro; a inter-relação do choro, da creche e da família e, finalmente, a reflexão teórico-prática como possibilidade de reverberação no cotidiano da creche. As análises confirmaram três premissas básicas: a) que a emoção constitui-se como o primeiro recurso de interação com o outro, que antecede a própria representação simbólica e por isso é valioso o aprofundamento deste assunto em cursos de formação; b) quando tornamos a cena vivida mais clara, essa clareza pode trazer elementos para outras possíveis intervenções, para outros possíveis diálogos sobre o choro da criança. A perspectiva de transformação pode acontecer exatamente no diálogo entre o cotidiano, a história e espaços de reflexão; c) que o fundamental, nos contextos de formação, é não focalizar apenas o conteúdo a ser transmitido sem possibilidade de reflexão sobre o próprio contexto a que se destina porque é pelo possível distanciamento e necessário estranhamento das práticas rotineiras, esporadicamente ou quase nunca questionadas, que a reflexão e a crítica se estabelecem. / The objective of this thesis is to find out whether shared feelings and constructed meanings for childrens crying in public nursery schools of the city of Juiz de Fora, during reflection sessions with coordinators/principals, produce theoretical reflection spaces on practices that may create a reflection practice. Based on the type of problem formulated, I chose to work the methodological perspective from a critical research paradigm achieved in the critical collaboration research modality with a social-historical-cultural focus. This is justified by the fact that I seek to understand the place childrens crying occupies in the practices of coordinators/principals, and try to identify if awareness of institutionalized actions can produce changes in a nursery schools internal practices. The thesis discourse corpus consists of 10 reflecting sessions; all resulting data was organized and reviewed from the Aguiar and Ozella (2006) Signification Nuclei theoretical-methodological perspective. The theoretical field is included in the dialogue among Vigotski, Bakhtin, and Wallon. This is because these authors have immensely contributed to the discussion on meaning, significance, language and conscience, the proximal development zone, as well as the study of emotion, especially on the manifestation of childrens crying in the context of a nursery school. The Signification Nuclei architecture revealed the necessity to go deeper into these questions relating to the different outlooks on childrens crying; strategies to deal with the crying from the view of coordinators/principals; the control/uncontrol/non-control of crying; the interrelation of crying, nursery school, and family, and finally the theoretical-practical reflection as a possibility to reverberate in a nursery schools everyday life. Analyses confirmed three basic premises: a) that emotion constitutes the first interaction resource with the other, which antecedes the symbolic representation itself and therefore it is of great value to go deeper into this subject in educational courses; b) that when we make the experienced scene clearer, this clearness can bring elements for other possible interventions, for other possible dialogues on childrens crying. The transformation perspective can happen exactly in the dialogue between everyday life, history and reflection spaces; c) that the fundamental aspect, in the context of education, is not to focus only on the context to be transmitted without the possibility of reflection on the target context itself, because it is through the potential withdrawal from and necessary strangeness of routine practices, sporadically or almost never questioned, that reflection and critique are established.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / O objetivo desta tese consistiu em saber se os sentidos compartilhados e os significados construídos sobre o choro das crianças nas creches públicas do município de Juiz de Fora, durante as sessões reflexivas com as coordenadoras/diretoras, produzem espaços de reflexão teórica sobre as práticas capazes de criar uma prática de reflexão. Pelo tipo de problema formulado optei por trabalhar a perspectiva metodológica a partir do paradigma crítico de pesquisa, concretizado na modalidade de pesquisa crítica de colaboração, com enfoque sócio-histórico-cultural. Isto se justifica porque busco compreender o lugar do choro das crianças nas práticas das coordenadoras/diretoras, procurando identificar se a consciência das ações institucionalizadas pode produzir mudanças nas práticas no interior das creches. O corpus discurso da tese constitui-se de 10 sessões reflexivas, cujos dados produzidos foram organizados e analisados a partir da perspectiva teórico-metodológica dos Núcleos de Significação de Aguiar e Ozella (2006). O campo teórico está circunscrito no diálogo entre Vigotski, Bakhtin e Wallon. Isso porque estes autores contribuíram, sobremaneira, para a discussão sobre sentido, significado; linguagem e consciência, zona de desenvolvimento proximal, além do estudo da emoção, em especial, sobre a manifestação do choro da criança no contexto da creche. A arquitetura dos Núcleos de Significação revelou a necessidade de aprofundar questões relacionadas aos diversos olhares para o choro da criança; estratégias para lidar com o choro a partir da visão das coordenadoras/diretoras; o controle/descontrole/não controle do choro; a inter-relação do choro, da creche e da família e, finalmente, a reflexão teórico-prática como possibilidade de reverberação no cotidiano da creche. As análises confirmaram três premissas básicas: a) que a emoção constitui-se como o primeiro recurso de interação com o outro, que antecede a própria representação simbólica e por isso é valioso o aprofundamento deste assunto em cursos de formação; b) quando tornamos a cena vivida mais clara, essa clareza pode trazer elementos para outras possíveis intervenções, para outros possíveis diálogos sobre o choro da criança. A perspectiva de transformação pode acontecer exatamente no diálogo entre o cotidiano, a história e espaços de reflexão; c) que o fundamental, nos contextos de formação, é não focalizar apenas o conteúdo a ser transmitido sem possibilidade de reflexão sobre o próprio contexto a que se destina porque é pelo possível distanciamento e necessário estranhamento das práticas rotineiras, esporadicamente ou quase nunca questionadas, que a reflexão e a crítica se estabelecem. / The objective of this thesis is to find out whether shared feelings and constructed meanings for childrens crying in public nursery schools of the city of Juiz de Fora, during reflection sessions with coordinators/principals, produce theoretical reflection spaces on practices that may create a reflection practice. Based on the type of problem formulated, I chose to work the methodological perspective from a critical research paradigm achieved in the critical collaboration research modality with a social-historical-cultural focus. This is justified by the fact that I seek to understand the place childrens crying occupies in the practices of coordinators/principals, and try to identify if awareness of institutionalized actions can produce changes in a nursery schools internal practices. The thesis discourse corpus consists of 10 reflecting sessions; all resulting data was organized and reviewed from the Aguiar and Ozella (2006) Signification Nuclei theoretical-methodological perspective. The theoretical field is included in the dialogue among Vigotski, Bakhtin, and Wallon. This is because these authors have immensely contributed to the discussion on meaning, significance, language and conscience, the proximal development zone, as well as the study of emotion, especially on the manifestation of childrens crying in the context of a nursery school. The Signification Nuclei architecture revealed the necessity to go deeper into these questions relating to the different outlooks on childrens crying; strategies to deal with the crying from the view of coordinators/principals; the control/uncontrol/non-control of crying; the interrelation of crying, nursery school, and family, and finally the theoretical-practical reflection as a possibility to reverberate in a nursery schools everyday life. Analyses confirmed three basic premises: a) that emotion constitutes the first interaction resource with the other, which antecedes the symbolic representation itself and therefore it is of great value to go deeper into this subject in educational courses; b) that when we make the experienced scene clearer, this clearness can bring elements for other possible interventions, for other possible dialogues on childrens crying. The transformation perspective can happen exactly in the dialogue between everyday life, history and reflection spaces; c) that the fundamental aspect, in the context of education, is not to focus only on the context to be transmitted without the possibility of reflection on the target context itself, because it is through the potential withdrawal from and necessary strangeness of routine practices, sporadically or almost never questioned, that reflection and critique are established.

TITLE: Problems of Standalone Nursery School Managers in the Course of Their Professional Career AUTHOR: Hana Sedláková DEPARTMENT: Center of Educational Management SUPERVISOR: PhDr. Václav Trojan, Ph.D. ABSTRACT: The thesis deals with the problems which nursery school managers have to face within the course of their professional career and which have not been addressed in specialized literature. The foundation of the thesis is based on the results of the research of different stages in professional career of primary school managers in the Czech Republic which enabled to reveal the characteristic features. The theoretical part of the thesis is dedicated to the existing knowledge of the particular phases of professional career of school managers both in the Czech Republic as well as abroad. It also focuses on their needs and the difficulties they face; in the meantime it treats the issue of managers of independent legal subjects - nursery schools in the Czech Republic. It summarizes and evaluates their position within the Czech educational system bearing in mind the most important characteristics of nursery schools which may be the cause of specific problems occurring within the course of the career of their managers. The empirical part of the thesis is divided into three basic areas: internal, external and...

The purpose of this study is to attempt to discover any observable differences in social behavior between elementary school pupils who have attended nursery school and those who have had no nursery school experience.

HITKOVÁ, Eva. Aggression in Primary Schoul [Thesis]. Prague: Charles University in Prague, Faculty of Education, 2010. The diploma thesis focuses on issues of aggression and aggressiveness of children in nursery school. The aim is to monitor the incidence, causes and manifestations of aggressive behavior in preschool children. The work is divided into ten main chapters. First, focus on the characteristics of the psyche of a preschool age and a child's socialization. It concentrates on the theory, explanation of key concepts and definitions of aggression. An integral part of this work is a list of causes and manifestations of aggression in children in nursery school. Within these chapters it tries to understand and analyze the influences affecting the preschool children and their behavior. In the empirical part, it deals with the investigation and detection of actual aggression and aslo the aggression in today's nursery school in preschool children. The survey was conducted by an observation of children in nursery school. The results were recorded and further processed into tables and graphs. The conclusion is based on collected data, findings and results of the research. Key words: aggression, aggressiveness, nursery school, preschool child, family

Syftet med denna undersökning är att undersöka vad elever i förskoleklass har för art kunskaper om växter och hur de har fått den kunskapen. Studien genomfördes genom att intervjua tio elever. De elever som deltog i studien var 6-7 år gamla. Intervjufrågorna illustrerades med hjälp av bilder för eleverna. Resultaten från studien visar att de flesta elever hade bäst kännedom om växterna från sin egen trädgård. Elevernas utsagor visar att art kunskapen erhållits via deras vardag genom att vistas i trädgården. Slutsatsen av undersökningen är således att eleverna har god art kunskap om olika växter, även om flera missuppfattningar existerar. Dessa kunskaper utgår ofta av barnens egna erfarenheter och från den begreppsvärld de växer upp i. En implikation för undervisningen är att genom att undervisa i naturen, och visa på de olika växternas utseende och samtidigt ställa frågor till eleverna om växterna, ges eleverna möjligheter att se sambandet mellan växtens utseende namn, vilket kan förbättra art kunskapen. / The aim of this study is to explore what plant species children in nursery class have knowledge about. A second aim is to investigate from where this species knowledge originate from. Ten pupils at the age of six and seven years old were interviewed, using semi structured methodology, about their understanding of plants. The results show that pupils mostly recognized plants originating from their own garden, which indicates that their understanding of plants has been gained from their everyday experiences. Hence, the main conclusion is that pupils in nursery class know a lot about plants, but also have many inaccurate conceptions, and that the understanding is often based upon experiences from the students’ everyday life. An implication from the study is that teaching by seeing nature would be a good teaching instruction to develop, how the different plants look while asking questions about plants, the connection between the plants appearance and its name can then become clear for the children.

Resumo: O objetivo deste estudo foi avaliar a contaminação de escovas dentais por Streptococcus grupo mutans e a ocorrência de infecção cruzada por Streptococcus mutans após armazenagem conjunta das mesmas. A amostra foi composta de 46 crianças de 6 a 7 anos de idade divididas em Grupo A com 22 e Grupo B com 24 alunos, de acordo com a sala de aula que freqüentavam. As amostras de biofilme obtidas da cavidade bucal das crianças no início do estudo e o biofilme das escovas dentais das crianças que compartilhavam o mesmo ambiente, foram recolhidas após 21 dias e cultivadas sob condições adequadas em meio de cultura SB20. Em cada escova foram isoladas UFC com morfologia típica, as quais foram identificadas por meio de testes bioquímicos e o polimorfismo genético foi detectado pela técnica de AP-PCR. Pode-se observar 94 UFC de Streptococcus mutans isoladas a partir das escovas dentais. O crescimento bacteriano ocorreu em 14 escovas dentais, sendo que 6 escovas pertenciam às crianças do Grupo A, e 8 às crianças do Grupo B. Dos microrganismos encontrados nas escovas dentais, 83,92% eram Streptococcus mutans. Todos os isolados apresentaram perfil genético distinto, com exceção de 4 e 3 amostras dos Grupo A e B respectivamente, os quais pertenciam a mesma escova dental. Pode-se concluir que dos microrganismos encontrados, ocorreu maior prevalência de colonização por Streptococcus mutans nas crianças e escovas analisadas, não havendo evidência de que a armazenagem conjunta de escovas dentais pode ser um veículo para infecção cruzada por este microrganismo. / Abstract: The aim of this study was to evaluate the contamination of toothbrushes by mutans streptococci and cross-section infection of Streptococcus mutans. Forty-six children aged from 6 and 7 years were divided into two groups, Group A with 22 children and Group B with 24, according to attending class. A dental plaque sample from each participant was collected at the beginning of the study and the plaque present in toothbrushes was collected after 21 days. The samples were processed and cultivated under adequate conditions in SB20 medium. Typical morphotype mutans streptococci colonies were isolated and submitted to bioquimical tests for identification. An arbitrarily primed polymerase chain reaction (AP-PCR) method was performed for genotypic characterization of Streptococcus mutans. Fourteen toothbrushes were contaminated by mutans streptococci, 6 in Group A and 8 in Group B. Streptococcus mutans represented 83,92% of the mutans streptococci identified. The presence of matching genotypes of Streptococcus mutans has occurred in 4 strains of Group A and in 3 strains of Group B. However, for both groups, the matching genotypes belonged to the same toothbrush. In conclusion, Streptococcus mutans was the predominant specie in both dental plaque and toothbrush. The latter did not represent a source of cross-sectional infection of such microorganism. / Orientador: Angela Cristina Cilense Zuanon / Coorientador: Denise Madalena Palomari Spolidorio / Banca: Josimeri Hebling / Banca: Marcelo Fabiano Gomes Boriollo / Mestre

<p><strong>Syfte </strong>Syftet med denna studie har varit att observera pedagoger i förskolan avseende hur deras bemötande påverkar barnen ur ett köns-/genusperspektiv. Frågeställningarna som studien varit grundad på är: <em>Bemöter förskolans pedagoger barnen i förskolan olika ur ett genus-/könsperspektiv? På vilket sätt är i så fall bemötandet olika? Hur är förskolans miljö uppbyggd ur ett genus-/könsperspektiv? Hur anser en förälder till ett barn som avviker från den traditionella könsnormen att deras barn har bemötts av förskolans pedagoger?</em></p><p><strong>Metod </strong>Metoden har varit en kvalitativ undersökning där jag observerat några pedagoger på tre olika förskolor. Jag har också intervjuat en förälder till ett barn i förskolan som anser att hennes barn avviker från genusnormen. Jag har använt mig av olika genusteorier för att kunna analysera mina observationer och min intervju. Jag har också använt mig av tidigare jämställdhetsprojekt på andra förskolor då jag gjort min analys.</p><p><strong>Resultat </strong>Resultatet visar att det finns ett fåtal skillnader i hur pedagogerna bemöter barnen i de olika förskolorna. Det finns inga verbala skillnader, alltså skillnad på ordval eller tonval då barnen tilltalas. De små skillnader som finns är i själva bemötandet, alltså hur barnen bemöts. Föräldraintervjun resulterade i ett solskensexempel på hur pedagoger kan arbeta på ett genusmedvetet sätt.</p> / <p><strong>Purpose </strong>The purpose of this study has been to observe educationalists in the nursery school with attention to how their treatment affects the children from a sex-/gender perspective. The issues that the study has been based on are: <em>Treats the nursery school's educationalists the children in the nursery school different from a genus-/sex perspective? In which way is the treatment different? How is the nursery school's environment edified from a genus-/sex perspective? How considers a parent to a child that deviates from the traditional sex standard that their children have been treated of the nursery school's educationalists?</em></p><p><strong>Method </strong>The method has been a qualitative survey where I observed some educationalists on three different nursery schools. I have also interviewed a parent to a child in a nursery school that considers that her children deviate from the gender normative. I have used myself of different gender theories in order to analyze my observations and the interview. I have also used myself of earlier equality projects on other nursery schools than the ones I have used for analysis.</p><p><strong>Results </strong>The result shows that there are few differences in how educationalists treat the children in the different nursery schools. There are no verbal differences, in other words difference on word choices or intonation choice when the children are addressed. There are small differences in how the children are treated, in other words how the educationalists behave when addressing the children. The interview with the parent resulted in an excellent example of how educationalists can work in a gender aware way.</p>

Syfte Syftet med denna studie har varit att observera pedagoger i förskolan avseende hur deras bemötande påverkar barnen ur ett köns-/genusperspektiv. Frågeställningarna som studien varit grundad på är: Bemöter förskolans pedagoger barnen i förskolan olika ur ett genus-/könsperspektiv? På vilket sätt är i så fall bemötandet olika? Hur är förskolans miljö uppbyggd ur ett genus-/könsperspektiv? Hur anser en förälder till ett barn som avviker från den traditionella könsnormen att deras barn har bemötts av förskolans pedagoger? Metod Metoden har varit en kvalitativ undersökning där jag observerat några pedagoger på tre olika förskolor. Jag har också intervjuat en förälder till ett barn i förskolan som anser att hennes barn avviker från genusnormen. Jag har använt mig av olika genusteorier för att kunna analysera mina observationer och min intervju. Jag har också använt mig av tidigare jämställdhetsprojekt på andra förskolor då jag gjort min analys. Resultat Resultatet visar att det finns ett fåtal skillnader i hur pedagogerna bemöter barnen i de olika förskolorna. Det finns inga verbala skillnader, alltså skillnad på ordval eller tonval då barnen tilltalas. De små skillnader som finns är i själva bemötandet, alltså hur barnen bemöts. Föräldraintervjun resulterade i ett solskensexempel på hur pedagoger kan arbeta på ett genusmedvetet sätt. / Purpose The purpose of this study has been to observe educationalists in the nursery school with attention to how their treatment affects the children from a sex-/gender perspective. The issues that the study has been based on are: Treats the nursery school's educationalists the children in the nursery school different from a genus-/sex perspective? In which way is the treatment different? How is the nursery school's environment edified from a genus-/sex perspective? How considers a parent to a child that deviates from the traditional sex standard that their children have been treated of the nursery school's educationalists? Method The method has been a qualitative survey where I observed some educationalists on three different nursery schools. I have also interviewed a parent to a child in a nursery school that considers that her children deviate from the gender normative. I have used myself of different gender theories in order to analyze my observations and the interview. I have also used myself of earlier equality projects on other nursery schools than the ones I have used for analysis. Results The result shows that there are few differences in how educationalists treat the children in the different nursery schools. There are no verbal differences, in other words difference on word choices or intonation choice when the children are addressed. There are small differences in how the children are treated, in other words how the educationalists behave when addressing the children. The interview with the parent resulted in an excellent example of how educationalists can work in a gender aware way.

My purpose with this study is to examine whether or how teachers are gender-conscious in preschool everyday situations. That is, if they are aware of their attitude and treatment of work on gender and what gender concept has relevance for educators. In much of the practical literature that I read, it appears that many teachers are not aware of their responses and attitudes to children based on gender aspect. I have examined how the gender work differs in the two preschools that I chosen to study.The questions that this study is based on is Does the educators at the preschools work gender conscious in everyday situations?-Is it boys or girls who get the most attention from educators in everyday situations? What do the teachers at the preschool concept of gender? What approach have been the teachers of preschool to counteract traditional gender patterns in everyday situations? I have made ​​a qualitative study where I interviewed five educators and made ​​observations on the two preschools. In order to obtain a result, I have processed the interviews and observations, and linked to the theory and the research.The results show that the teachers at the two preschools have different knowledge about gender and work on it in preschools. Educators' awareness of the work varies depending on knowledge and past experience.