Swedish pre-school teachers are in the middle of a debate regarding a form of general school competence that today is criticized by mass media. The training and skill development that is used today is an important tool in the development of the organization as well as the people that work in them. This study aims to explain how this training actually is performed and the opinions of the pre-school teachers that actually finish the training. Previous research in this area has primarily been focused at the types of methods that exists from an executive standpoint. This study, instead, aims to shift that focus to the individual worker. As the theoretical background we both apply a general sociocultural perspective as defined by Leontiev, which is supplemented by a motivational and emotional perspective from Illeris three dimensions of learning. The study is based on semi-structured interviews from seven respondents in the public sector. The data that is presented is to be viewed as having qualitative potential, and should be read with that in mind. The results from the study points at several problematic areas where pre-school teachers claim the training to be of lackluster standards. One common theme that can be noticed from most respondents is that different workgroups experience different problems and different advantages. Despite this there are two main areas that heavily affects some situations - the leadership and the degree of individual adaptation. / Svenska förskollärare befinner sig mitt i en debatt kring skolkompetens som idag kritiseras av massmedier. Kompetensutvecklingen som bedrivs existerar idag som ett kraftfullt verktyg för att förbättra såväl organisationen som de människor som arbetar där. Studien ämnar belysa hur denna kompetensutveckling faktiskt går till och vilka åsikter förskollärare har kring den. Tidigare forskning i ämnet fokuserar främst på vilka typer av metoder för kompetensutveckling som existerar ur ett chefsperspektiv. Vi ämnar istället att skifta detta fokus till den individuella arbetstagaren. Som teoretisk bakgrund applicerar vi dels ett allmänt sociokulturellt perspektiv som definierat av Leontiev, vilket kompletteras med ett drivkrafts- och emotionsperspektiv från Illeris tre dimensioner av lärande. Studien är utförd via semistrukturerade intervjuer om sju respondenter i den offentliga sektorn. Den data som presenteras anser vi ha kvalitativ potential och bör därmed tolkas med det som bakgrund. Resultatet pekar på olika problemområden där förskollärare anser kompetensutvecklingen vara bristfällig, men ett gemensamt tema via samtliga respondenter är att olika arbetsgrupper upplever olika problem och olika fördelar. Trots detta existerar det två huvudsakliga faktorer som kraftigt påverkar samtliga situationer, ledarskapet och graden av individuell anpassning.

本研究方向在探究臺北市公立幼兒園班級共同領導相關因素之研究。本研究方法為文獻分析法、問卷調查法及訪談法，問卷調查樣本以臺北市公立幼兒園教師為研究對象，共441人，樣本回收353份，回收率達80.05%；樣本可用332份，可用率75.28%。研究工具採用自編之「臺北市公立幼兒園班級共同領導調查問卷」。本研究統計方法為描述性統計、t考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析等方法進行深入分析探討。最後，依研究結果進行討論與結論建議。研究主要發現如下： 一、班級共同領導與班級共同教學內涵及其現況： 班級共同領導包括形塑目標、實施協作及班級共同教學；依序為實施協作88.3分、形塑目標87.9分、班級共同教學86分，其中以實施協作獲得分最高。 二、不同背景變項在班級共同領導之差異情形： 研究發現在性別、服務年資、園所所在地區有顯著差異，年齡、最高學歷、園所班級數沒有顯著差異。 三、班級共同領導之相關情形： 班級共同領導與班級共同教學間，呈顯著的高度正相關，班級共同教學各分向度中，以共同討論幼兒的事情，與班級共同領導之相關程度最高。 四、班級共同領導的預測情形： 達成班級共同領導四個預測變項，對整體班級共同教學，具有顯著的預測力。 / The main purpose of this research is to study in the classroom co-leadership relevant factors of public kindergarten in Taipei. The research methods used was literature review, questionnaires investigation, and interview. The research instrument was distributed to 441 kindergarten teachers in Taipei City and 332 valid samples were used in this study.The data obtained was interpreted by using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation and Multiple Regression.This study finds reaches the following results： A. In the aspect of classroom co-leadership: 1. The teacher classroom co-leadership include : (1)Shape classes of common goal. (2)Implementation of the collaborative. (3)Classroom co-teaching. The perception of teachers were above average agreement of the three parts. For teachers, the best dimension is “Implementation of the collaborative” 2. Teachers’ sexual, years of service and location of school have significant influences on the teacher’s class co-leadership. But teachers’ age、highest educational degree and class number not have any significant influences. B.In the aspect of relationships among class co-leadership and classroom co-teaching: 1. There was positive correlation and regression existed among class co-leadership behavior and Reach classroom co-leadership. In the last part, the researcher, based on the findings, proposes some suggestions for the education authorities and the kindergarten teachers, and the future researchers, hoping to benefit the development of kindergarten education in the future.

Στην ερευνητική αυτή εργασία διερευνώνται, οι νοητικές αναπαραστάσεις παιδιών προσχολικής ηλικίας σε σχέση με το εννοιολογικό πρότυπο των ενεργειακών αλυσίδων, με τη βοήθεια ατομικών ημι-δομημένων συνεντεύξεων, τόσο πριν, όσο και μετά την πραγματοποίηση των δραστηριοτήτων της διδακτικής παρέμβασης που μεσολάβησε και η οποία σχεδιάστηκε με βάση το πλαίσιο της στρατηγικής αντιμετώπισης των «στόχων-εμποδίων», στηριζόμενη στις αρχές της εποικοδομιστικής και καινοτομικής αντίληψης. Τα παιδιά καλούνται να ονομάσουν, να προβλέψουν, να αιτιολογήσουν και να ερμηνεύσουν τις πρότυπες πειραματικές διατάξεις τριών φαινομένων, που αφορούν το άναμμα ενός λαμπτήρα με τρεις διαφορετικούς τρόπους (από τη ΔΕΗ, με τη βοήθεια μπαταρίας και τη μεσολάβηση φωτοβολταϊκού στοιχείου). Από μια πρώτη ποιοτική ανάλυση των εξηγήσεων των παιδιών, διαπιστώνεται ότι τα περισσότερα μπορούν ενεργοποιώντας/οικοδομώντας έναν προ-ενεργειακό αιτιακό συλλογισμό, να προσεγγίσουν ένα πρόδρομο μοντέλο για την έννοια της ενέργειας, δημιουργώντας γραμμικές αναπαραστάσεις των αντικειμένων μιας ενεργειακής αλυσίδας, τόσο από την άποψη της λειτουργίας τους, όσο και από την άποψη της διανομής. / In this paper are being investigated, the mental representations of pre-school age children, according to the conceptual model of “energy chains”, using individual semi-structured interviews, so much before, as much as afterwards the activities of the teaching intervention, which were designed according to the frame of the strategic confrontation of “objectives-obstacles” and based on the principles of the constructivism and innovative perception. Children are called to name, to predict, to justify and to interpret the experimental cases of three phenomena, concerning three different ways of turning on an electric lamp (by the National Electric Company, with the help of a battery and with the mediation of photovoltaic element). One first qualitative analysis of children explanations has shown that the majority of them are able by activating/building a pre-energy casual reasoning, to approach a precursor model of the significance of energy, creating linear representations of the objects of an energy chain, not only from the operation’s point, but also from the energy distribution’s.

The master thesis deals with elements of logical thinking of children aged 5 to 6, which means the přes-school age. The main goal is to finf out the conditions under which the pre-school children are able to apply elements of logical thinking when solving exercises of the zebra type using the manipulation method. Next goal is to investigate on which of the characteristics of the task depends the success of its solution. The partial hypotheses focus on whether children aged 5 to 6 can successfully solve at least half of the assigned tasks, whether they are able to solve them individually and, last but not least, explore zebra formation after experience from the previous graduated six series. The theoretical part focus on the areas of development that the zebra solution of the pre.school child relies on: motor development, thinkig development, logical and prelogic thinking and the possibility of solving activities. The practical part contains scenarios compiled from draduated tasks that will be solved by three groups of four children. It also contains a series of tasks solved individually by children. In the end, neww groups will be built on the succes rate of previous activities, which will prove the ability to develop tasks from previous experience. In addition to the direct observation method,...

Tillsammans har vi varit verksamma barnskötare och montessoripedagog i 15–20 år. Under en längre tid har önskan om kompetensutveckling varit närvarande och därmed sökte vi in till förskollärarutbildningen för pedagogiskt verksamma. Studien handlar om pedagogens förändrade förhållningssätt vid en formell akademisk utbildning. Vilken betydelse har den praktiska erfarenheten som dessa studenter innehar innan sin utbildning? Det förändrade förhållningssättet är relaterat till teoretisk och formell kompetens och kan därmed berika förskollärarens praktiska utövande. Studien vill ta reda på om den praktiska erfarenheten kan berika den akademiska utbildningen som respondenterna har genomfört. Läroplanen för förskolan är en viktig del av detta arbete och är ständigt närvarande. Syftet med studien är att undersöka förskollärares tankar om vilken betydelse den akademiska utbildningen har för yrkesutövningen. Tillsammans med detta syfte har studien två frågeställningar att förhålla sig till. På vilket sätt kan verksamma pedagoger som studerat till förskollärare se en förändring i sitt förhållningssätt? Hur anser respondenterna att de gynnats av att ha en praktisk yrkeskunskap innan sin förskollärarutbildning? Metoden för denna studie är kvalitativ med hjälp av en self report. Self report innebär att respondenterna svarar på studiens öppna frågor. Här ges möjligheten att med egna ord reflektera och svara anonymt. Svaren på studiens frågeställningar får med detta eventuellt en större bredd och blir mer innovativa. Resultatet för denna studie visar vikten av reflektion, kopplingen mellan teori och praktik och vikten av den tidigare praktiska kunskapen. Respondenterna upplever att den praktiska kunskapen de hade i sin ”ryggsäck” innan utbildningen berikat diskussioner, workshops och övriga undervisningsmetoder. Respondenterna påvisar att de blivit mer aktiva med att utveckla förskolan och dess verksamhet, då de nu vet när, hur och på vilket sätt något ska ske. De beskriver sin nya teoretiska kunskap som att de fått ”mer kött på benen” och kan numera ”sätta ord” på det de gör.  Resultatet visar även att respondenterna som har slutfört denna utbildning och därmed berikats av teori, praktik, reflektion och givande undervisningsformer genomgåren pedagogisk kullerbytta.

The thesis is focused on the development of pre-readers literacy in pre-school and early school age. The main aim of the research is to methodologically specify the methods of literacy development of pre-school and school age children at selected nursery and primary schools in Luby. The theoretical part deals with the key concepts of the questions in research and discusses the methodological approaches suitable for working with this age group with an emphasis on the development of the key skills of literacy. The practical part presents in concrete examples a set of activities and worksheets suitable for developing literacy skills of pre-school and early school age children. Therefore one of the main aims of this thesis is to create a useful methodological material that would become a suitable tool for teachers working with children of this age group. Meanwhile I have been enquiring the way of continuing cooperation between nursery and primary school. The methods used for data collection include participant observation in two types of schools. i.e. pre-school class in Luby and the first grade at the primary school in Luby, in which I participate both as an observer and participant. Furthermore, there are standardized interviews with the teachers of pre-school education and primary school teachers of the 1st grade. The data are divided into the synoptic units, from which I took the final results of this research issue.

The thesis deals with the formation of the initial graphomotor skills in the last year of kindergarten education with connection to the system of teaching writing in the first grade of primary school. The work consists of two parts. The theoretical part is generally aimed at preschool age and a system of preschoolers preparation, especially in the formation of hygiene and work habits. It also deals with the issue of left-handedness. The second part of my thesis is based on research of practical use. The research was conducted in kindergarten schools with a focus on the health and work habits (proper grip and pen direction for right-handers and left-handers, proper seating, etc.). The attention was also paid to uppercase block letters (mirror writing) and graphomotor development (graphomotor exercises). The results are compared with theoretical part and supported by extensive appendix.

The diploma thesis on "The kindergarten as a primary health education institution" analyses the use of health education in kindergartens. Its next objective is to find out in what form and to what extent kindergartens focus on the topics of this area. The theoretical part contains chapters dealing with health education and pre-school education. It describes the characteristic of the educational field of health education itself, the objectives it focuses on, and its educational content and expected outcomes. The next part describes the characteristics of pre-school education and its objectives, including the Framework Educational Program for Preschool Education. In addition, the elements of health education that are present in educational areas, including primary prevention, are described. The last area deals with the characteristics of a child of a pre-school age and his/her psychomotor development and socialization. The pedagogue's influence on the education of the child and the importance of the kindergarten for the child and his/her development are described here as well. The practical part contains the results of a mixed survey, whereby the results of the quantitative research were obtained using the questionnaire method and the qualitative research was conducted through interviews. The research group is composed of nursery schools teachers in the South Bohemian Region. Their work with children is studied with regard to the field of health education. In the conclusion of the thesis, the results of the research survey are evaluated and summarized.

One of the important milestones in the development of a child is the transition into primary school. Unaddressed issues at the beginning of attendance can have negative impact on the later life of the individual. In the process of adaptation the child's preconditions are met with the external factors. There exists a body of research in this area, however only a fraction was based on the testimony of children themselves. The aim of this thesis is thus to map which aspects of the adaptation to school education can be grasped and described by children themselves. This thesis sums up what we know about the developmental stage of a first grader. The knowledge of prerequisites for reflecting one's own experience and its hindrances is essential. The following chapters focus on the external factors that influence the child during his or her transition into primary school. The research part focuses on how first graders perceive school and everything connected with it; its supportive and challenging aspects. The method used to collect data is a group associative verbal expression and drawing based on given questions. The children perceived as supportive mainly activities connected with play and movement. As challenging they perceived interactions with their peers, demands on discipline and pressure towards...

This thesis is named Problems of school maturity (with respect to graphic abilities). It is divided into two parts. The theoretical part defines the concept of pre-school age and of school maturity, it deals with possible reasons for school immaturiry and their improvement. Special attention is given to drawing in connection with school maturity. The practical part derives from judgement of school maturity on the base of graphic abilities. The typical signs and possible differences between boys' and girls' graphic abilities are viewed.