Bakalauro darbe analizuojami specialiųjų ugdymosi poreikių (SUP) turinčių ikimokyklinio amžiaus vaikų bendravimo su bendraamžiais, ypatumai. Tyrime dalyvavo: 20 4-6 metų specialiųjų ugdymosi poreikių turinčių vaikų; 241 jų bendraamžis; 17 specialiųjų ugdymosi poreikių turinčių vaikų tėvų ir 3 globėjai; 48 tėvai, kurių vaikai neturi specialiųjų ugdymosi poreikių ir lanko grupę kartu su SUP turinčiais vaikais; 14 auklėtojų, kurių grupėse ugdomi vaikai, turintys SUP. Analizuojant SUP turinčių vaikų ir jų bendraamžių interviu bei stebint jų bendravimą, buvo siekiama įvertinti ikimokyklinukų bendravimo ypatumus ir atskleisti priežastis, turinčias įtakos jų bendravimui. Interviu su tėvais ir auklėtojais buvo siekiama įvertinti informaciją bei požiūrį į vaikų tarpusavio santykių ypatumus. Nustatyta, kad pusė SUP turinčių vaikų sėkmingai bendrauja arba siekia bendravimo. Kita dalis yra pasyvūs, savarankiškai negeba inicijuoti bendravimo arba tai daro netinkamu būdu, negeba veikti kartu, laikytis taisyklių. Netinkamas jų elgesys siekiant užmegzti tarpusavio ryšius ar bendravimo metu, formuoja priešišką bendraamžių nuostatą į SUP turintįjį. Sėkmingą bendravimą lemia gebėjimas tinkamai užmegzti ryšį, veikti kartu, laikytis taisyklių. Tėvai neįvertina SUP turinčių savo vaikų bendravimo sunkumų. Sunkumus įžvelgia tik dėl kalbos sutrikimo ir charakterio bruožų. Auklėtojų požiūriu visi SUP turintys vaikai susiduria su bendravimo sunkumais. Negebėdami užmegzti ir/ar palaikyti tarpusavio... [toliau žr. visą tekstą] / This bachelor work analyses the peculiarities of communication between pre-school children and their peers with special education needs. The participants of the research: 20 from 4 to 6 year old children with special education needs and 241 of their peers; 17 parents and three foster-parents of children with special education needs; 48 parents who children are not with special education needs but attend the same group with them; 14 educators who work with children with special education needs. For the attainment of evaluating the peculiarities of communicating of pre-school children and establishing the facts influencing communication, the interview of the children with special education needs and their peers has been analysed and their communication observed. The interview has been provided in purpose to assess the information and the attitude towards peculiarities of children relationship. Furthermore, it has been set that half of the children with special education needs communicate or seek to communicate successfully, whereas the others are passive, are not able to initiate communication on their own or do it in a wrong way and cannot act together or keep rules. Inadequate their behaviour during communication or taking a try at getting in with forms unfriendly attitude towards the children with special education needs. The ability to strike up a friendship, to act together and keep rules determines successful communication. The communication difficulties of the children... [to full text]

Priešmokyklinio ugdymo tikslas yra atskleisti kiekvieno vaiko asmenybę, išugdyti savimi ir savo gebėjimais pasitikintį, stiprią pažinimo motyvaciją turintį mokinį. Šio magistro darbo autorė, ugdydama ikimokyklinukus muzikine veikla, pastebėjo didelius pokyčius ne tik muzikiniuose vaikų gebėjimuose. Magistro darbe iškelta hipotezė, kad muzikinis ugdymas, integruotas į priešmokyklinį ugdymo procesą, gali turėti svarios įtakos vaiko socializacijai, emocinei raidai, skatina intelekto vystimąsi, formuoja kūrybišką asmenybę. Siekiant patvirtinti šią hipotezę, buvo suformuluotas šio darbo tyrimo tikslas – atskleisti priešmokyklinio amžiaus vaikų emocinių ir kognityvinių gebėjimų ugdymo galimybes muzikine veikla. Magistro darbe numatyti šie uždaviniai: aptarti ikimokyklinio/priešmokyklinio muzikinio ugdymo bruožus; išanalizuoti priešmokyklinio amžiaus vaikų psichosocialinės raidos ypatumus; išstudijuoti emocinių bei kognityvinių gebėjimų sampratą edukologiniu požiūriu; ištirti muzikos integravimo galimybes į bendrą ugdomąją veiklą. Išanalizavus filosofinę, psichologinę ir pedagoginę literatūrą, išsigrynino problemos aktualumas. Atlikus žvalgomąjį tyrimą išaiškėjo, kad tik pusė tyrime dalyvavusių respondentų (ugdytinių tėvų) pasitelkia neformalųjį muzikinį ugdymą, kaip priemonę priešmokyklinio amžiaus vaikų emocinių ir kognityvinių gebėjimų ugdymui, nors visi jie pageidauja savo vaikams papildomos muzikinės veiklos. Atlikus trianguliacinę duomenų analizę... [toliau žr. visą tekstą] / The goal of pre-school fostering is to disclose personality of every child, to develop a pupil who has confidence in himself and his abilities; as well as has a strong motivation for knowledge. By developing pre-school children with the help of music activity the author of this master’s thesis noticed great changes not only in musical abilities of children. A hypothesis raised in the master’s thesis that music education integrated into preschool fostering process may have a significant impact on the child’s socialization, emotional development, fosters the development of intellect, forms a creative personality. Seeking to confirm this hypothesis, a goal of this research paper was formulated – to disclose the possibilities of developing emotional and cognitive abilities of pre-school children with music activity. The following objectives were set for in the master’s thesis: to discuss the features of pre-school/pre-primary music education features; to analyze the peculiarities of pre-school children’s psychological -social development; to study the conception of emotional and cognitive abilities in educational respect; to explore the possibilities of music integration into general educational activity. After analyzing philosophical, psychological and pedagogical literature, relevance of the issue became evident. A prospecting study revealed that only half of the respondents who participated in the survey (parents of pupils) resort to non-formal music... [to full text]

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-08-08T17:58:25Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) angelica_carvalho_lemos.pdf: 2557666 bytes, checksum: 85ed84ff157451661cd59649442c2383 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-10-05T19:16:54Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) angelica_carvalho_lemos.pdf: 2557666 bytes, checksum: 85ed84ff157451661cd59649442c2383 (MD5) / Made available in DSpace on 2018-10-05T19:16:54Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) angelica_carvalho_lemos.pdf: 2557666 bytes, checksum: 85ed84ff157451661cd59649442c2383 (MD5) Previous issue date: 2017 / Introdu??o: Na medida em que se reconhece a import?ncia das creches no desenvolvimento integral de crian?as at? cinco anos de idade, ? evidente a preocupa??o com o impacto do trabalho prec?rio dos professores na garantia da oferta de oportunidades de estimula??o das crian?as frequentes em creche. Objetivo: Examinar associa??es entre o comportamento l?dico de crian?as de creches p?blicas e fatores individuais da crian?a, est?mulos do ambiente familiar, ambiente creche e condi??es de trabalho das professoras que atuavam nas turmas das respectivas crian?as. M?todo: A amostra aleat?ria e representativa incluiu 131 crian?as com faixa et?ria 18 a 36 meses e 14 professoras, frequentes em seis creches p?blicas. O brincar foi avaliado pela Escala L?dica Pr?-escolar de Knox- revisada, adaptada culturalmente para o Brasil e nas quatro dimens?es: dom?nio espacial, dom?nio material, faz-de-conta/jogo simb?lico e participa??o; para as oportunidades de estimula??o do ambiente familiar adotou o question?rio Affordances in the Home Enviroment for Motor Development (AHEMD); o ambiente creche foi avaliado pela Infant/Toddler Environment Rating Scale ? Revised Edition (ITERS-R); ainda de question?rio estruturado elaborado exclusivamente para pesquisa para professoras de creche contendo quest?es sociodemogr?ficas, condi??es de trabalho e fatores psicossociais do trabalho. A an?lise multivariada adotou o modelo Generalized Estimating Equations (GEE) com entrada hier?rquica das vari?veis. Resultados e Discuss?o: A preval?ncia de defasagem no comportamento l?dico foi de 18 % (n = 24 crian?as) com desvantagens em crian?as com idade inferior a 24 meses. O comportamento l?dico apresentou m?dia de 70,3 (desvio padr?o [DP]=19,9), a dimens?o participa??o apresentou menor m?dia de 60,4 (desvio padr?o [DP=27]. As vari?veis faixa et?ria da crian?a, escolaridade paterna, escolaridade materna, n?mero de cursos realizados pelas professoras e estresse ocupacional permaneceram associadas ao comportamento l?dico. A associa??o entre estresse ocupacional e o comportamento l?dico ? preocupante, uma vez que a precariza??o do trabalho docente pode comprometer o brincar de crian?as de 18 a 36 meses que frequentam creche. Adequa??es na organiza??o de trabalho e atua??es interdisciplinares entre profissionais da sa?de e educa??o faz-se necess?rias. / Disserta??o (Mestrado) ? Programa de P?s-Gradua??o em Reabilita??o e Desempenho Funcional, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Introduction: As you get to know the importance of kindergartens in full-time education of children up to six years old, it gets evident the concern about the impact of the weak work from the teachers on the assurance of development. Objective: Examine associations between performance of children?s playing in municipal daycare and encouragement in family?s environment, environment in daycare and tutor?s work conditions in educational centers for children in Diamantina. Method: The random and representative sample included 131 children aged 18 to 36 months and 14 female teachers, attending six public day care centers. The play was evaluated by the Knox-Revised Preschool Play Scale, culturally adapted to Brazil and in the four dimensions: spatial domain, material domain, make-believe / symbolic play and participation; for the opportunities of stimulation of the family environment adopted the questionnaire Affordances in the Home Enviroment for Motor Development (AHEMD); the nursery environment was evaluated by the Infant / Toddler Environment Rating Scale - Revised Edition (ITERS-R); yet a structured questionnaire elaborated exclusively for research for daycare teachers containing sociodemographic questions, working conditions and psychosocial factors of work. The multivariate analysis adopted the Generalized Estimating Equations (GEE) model with hierarchical input of the variables. Results and Discussion: The prevalence of gaps in play behavior was 18% (n = 24 children) with disadvantages in children less than 24 months old. The participation rate presented a mean of 60.3 (standard deviation [SD = 27].) The participation rate presented a mean of 60.3 (standard deviation [SD = 27].) The variables age range of the child, paternal schooling, maternal schooling, number of courses performed by teachers and occupational stress remained associated with playful behavior. The association between occupational stress and play behavior is worrisome, since the precariousness of the teaching work can compromise the play of children from 18 to 36 months attending day care. Adequations in the organization of work and interdisciplinary actions among health professionals and education are necessary.

A subject didactic analysis of the development of the spatial knowledge of young children through a problem-centred approach to mathematics teaching and learning Researchers and educators are in agreement that it is very important that the spatial knowledge of the young child should be developed from the first years of school. In order to develop these skills the appropriate materials and activities need to be designed. This can only be realised through proper research methods that not only acknowledge the cognitive abilities of the young child, but also the social and cultural backgrounds of the children. This implies that due attention should be given to language, beliefs, cognitive skills, socio-economic background, schooling and teaching systems. The immediate worlds of the children should be used in developing the spatial skills of these children. The work that is described in this document is an effort to describe the complexity of such a research endeavour. The development of the spatial skills of young children were investigated through three different instructional/executional media namely language, drawing/writing and physical constructions. The three major variables that were described as influencing the spatial development in the different media were the task that was given to the children, the objects that the children worked with and the dimension and viewpoints of the objects and situations. It was clear from the research that in the development of the spatial skills of children, attention should. be given to: the real-world of the children, hands-on-experiences of the children, the cultural background, the language of instruction, the socio-economic background the classroom culture, the media of instruction and the cognitive skills of the children. / Proefskrif (PhD (Didaktiese Opvoedkunde))--PU vir CHO, 1997

A subject didactic analysis of the development of the spatial knowledge of young children through a problem-centred approach to mathematics teaching and learning Researchers and educators are in agreement that it is very important that the spatial knowledge of the young child should be developed from the first years of school. In order to develop these skills the appropriate materials and activities need to be designed. This can only be realised through proper research methods that not only acknowledge the cognitive abilities of the young child, but also the social and cultural backgrounds of the children. This implies that due attention should be given to language, beliefs, cognitive skills, socio-economic background, schooling and teaching systems. The immediate worlds of the children should be used in developing the spatial skills of these children. The work that is described in this document is an effort to describe the complexity of such a research endeavour. The development of the spatial skills of young children were investigated through three different instructional/executional media namely language, drawing/writing and physical constructions. The three major variables that were described as influencing the spatial development in the different media were the task that was given to the children, the objects that the children worked with and the dimension and viewpoints of the objects and situations. It was clear from the research that in the development of the spatial skills of children, attention should. be given to: the real-world of the children, hands-on-experiences of the children, the cultural background, the language of instruction, the socio-economic background the classroom culture, the media of instruction and the cognitive skills of the children. / Proefskrif (PhD (Didaktiese Opvoedkunde))--PU vir CHO, 1997

Soft motoric skill of a pre-school child and its development is an important part of an educational process in a nursery school. The soft motoric skill is very significant for a further succes in a school and there is more or less attention devoted to this topic in educational programs as well. The aim of my thesis is to determine the effect of selected hand works to the motoric skill. I have divided this thesis into theoretical and research part. The theoretical part is aimed at traditional textile techniques and their development from history to present, specificities of pre-school children, a development of soft motoric skill, upper limbs, a skeleton and muscles. Research section contains the results of a survey of contemporary interest in traditional manual works and identifies what impact has the manual works on the soft motoric skill of an early child. I have created an experimental and control group of children of around the same age and abilities. The experimental group participated a course of hand works. In post-tests I've found that there is a significant difference between the experimental and control group. The research has confirmed the positive impact of the activities that support the soft motoric skill by using the selected techniques of work.

Author: Bc. Kateřina Kellerová Title: Foot Arch in Childhood Problem definition: The most often diagnosis related to the foot arch in childhood is definitely flexible flat foot also called pes planovalgus. Because of that this thesis will be mostly oriented on this diagnosis. There are many articles about flexible flat foot and many studies were oriented on this problem. The informations about etiology, influencing factors or therapy are sometimes discordant in different articles. But almost all of them contain one same statement which says that the prevalence of this diagnosis is decreasing as the foot arch is changing during the child's growth. It means in older children there is not flexible flat foot so often as in the younger ones. But there is no detailed description of the dynamics of these changes of the foot arch in childhood. Aim of this thesis: The aim of this thesis is to find out the development of the foot arch in children of pre-school age. In other words to run the survey to find out the changes of the foot arch in children of pre-school age which occurs in six months. Method: The survey contains anamnesis questionnare for parents and also these examinations: footprints, examination of joint laxity, mobility of hip joint, position of knee, patellae and heel, Jack's test, posibility...

Diploma work aims on ethics education for pre-school children. First gives theoretical frame with specification of terms as etics, morality and definition pre-school period from development a psychological perspective. Approaching selected fields of children's moral development and show it in connection with traditional and contemporary strategy of education. In comparison is showing differences and conformity in particular conceptions. Practical part apply specific project realized last year with small group of pre- school children in selected kindergarten/nursery school. Work think about question of strengthening moral and ethics education in contemporary education system of pre-school teaching and suggest targeted intensification of discussion between teachers and children on chosen ethical topics.

This thesis outlines the problem of the influence of English language development in preschool articulation. The theoretical part is devoted to the development of speech and articulation, as I present a comparison between the formation of Czech and English sounds. The third chapter describes the problems of articulation disorders including articulation problems most common in preschool children. Conclusion theoretical part consists of chapter, which deals with teaching English in kindergarten. Evaluates the pros and cons of this teaching. As part of the research in the practical part of the thesis I focused on the examination of language pre-school children. Important was also the interview with the English teacher. The aim of my thesis was to evaluate the level of articulation in preschool children receiving instruction in English language. Survey I conducted twice at intervals of six months. The results rather confirmed my suspicion that the development can be influenced by the pronunciation of English teaching at preschool age.

Thesis (M. Tech. - Food Service Management, Dept. of Hospitality, Tourism and PR management)--Vaal University of Technology / Malnutrition amongst pre-school children age two-to-five-years is a growing world-wide concern. This is mainly due to poverty, diseases and inadequate dietary intake. Malnourished children are also a problem in South Africa. Pre-schools play an important role in the prevention of malnutrition because most young children consume about two thirds of their food and therefore their daily nutritional intake at the pre-schools. There are various factors that affect a child's nutrition in pre-schools, such as food choices, meal plans, the environment and the nutritional knowledge of the caregivers. Pre-schools can only fulfill this responsibility through the proper nutritional knowledge and training. The nutritional education and knowledge of food service assistants/caregivers are very important, because they compile the meal plans and menus for pre-schools. The objectives of this study were to evaluate a Nutrition Education Programme (NEP) to address the lack of nutritional knowledge of service assistants/caregivers who plan the menus in pre-schools in terms of existing menu content and food choices required for children between two to five years of age and by using the existing menus and food choices applied to make recommendations for nutritional skills training. Also in terms of basic nutrition, health and safety, to recommend more appropriate alternatives acceptable to children between two to five years of age. Lastly to integrate recommendations for nutritional skill training with regard to the alternative meal plan, eating habits and food choices for the menu through a NEP that would be implemented and evaluated. The study design was a combination of an exploratory and quantitative-descriptive research design in the form of a survey. A pilot study was used mainly to test the nutrition knowledge questionnaires for content validity. The study population of this research project was randomly selected pre-schools chosen from the Eatonside informal settlement. Procedures for data gathering and the different methods used for data analysis were divided into four phases. Descriptive statistics were used to determine the percentage of pre-schools who answered the questions correctly for selected nutrition knowledge, portion sizes questions and menu planning, as well as food safety and health. Paired t-tests were carried out to measure the statistically significant difference (pS0.05) before and after the implementation of the NEP. The results of the t-test indicate that only nine of the questions in the post-test questionnaire showed a confidence interval of the difference. There is statistical significance in these questions through either increase or decrease. It can be concluded that the Nutrition Education Programme (NEP) was successful, but that more training is needed due to the limitations experienced. The menu analysis tested the respondent's menus in terms of the average daily nutrient intake level given to the pre-school children. The data of the pre- and post-test menus were then compared to EAR in order to determine any change in the menus nutritional values after the NEP was completed. The results showed that there were differences in the post-test results that both decreased and increased.