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Mezigenerační učení ve výchově dětí předškolního věku / Intergenerational Learning in Education of Preschool ChildrenKlinerová, Lenka January 2016 (has links)
The thesis is focused on the intergenerational learning in families of preschool children. The first, theoretical part, discusses the ongoing intergenerational learning in families and possibilities of intergenerational programs outside the family. The second, practical part, examines whether and how progress the intergenerational learning in families with preschool children and deals with the parentʼs attitudes toward intergenerational program in kindergarten. Research is carried out via survey in families of children, structured interviews with parents and observation and interviews with children in kindergarten. One part of the thesis is to create the design and implementation of a project focused on intergenerational learning in cooperation of kindergarten and senior citizen home and subsequent reflection process, which arises during intergenerational activities between children and seniors from non-family environment.
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A sa?de mental e a (re)organiza??o do trabalho docente: trabalho coletivo e poder de agirKawamura, Eduardo Alessandro 09 February 2015 (has links)
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Previous issue date: 2015-02-09 / This dissertation, situated in the line of "Research and Prevention Psychological Intervention" from the "Graduate Program stricto sensu of the Pontifical Catholic University - Campinas", intends to explicit the effects of the reorganization of work and the power to act on the mental health of teachers in public education. From the daily life of a municipal school in infant education in the city of Campinas in contrast to what occurs in most of the city schools, achieves very positive results not only in relation to quality of education but the health of their professional - this paper discusses a group of workers who for approximately a decade (re)invented a way to sustain a vitalizing work in collectively developed actions.. By focusing on Mental Health Work-Related and using the ethnographic method and reflexive interviews, We intended to discuss, given the context of our current public school model, as has consolidated this process in order to achieve a better understanding about the mental wear and the dynamics of the health-disease process in relation to the formative experiences, the interpretations of these professionals on the teaching practice, the development of their practices, the subversion of utilitarian models of education, solidarity and the need for communion between work and educational action by emancipatory bias. / A presente disserta??o, situada na linha de Pesquisa Preven??o e Interven??o Psicol?gica do Programa de P?s-gradua??o Stricto Sensu da Pontif?cia Universidade Cat?lica de Campinas, visa explicitar os efeitos da reorganiza??o do trabalho e do poder de agir na sa?de mental de docentes no ensino p?blico. A partir do cotidiano de uma escola municipal de educa??o infantil na cidade de Campinas - que diferentemente do que ocorre em boa parte das escolas desta mesma rede, alcan?a resultados muito positivos n?o apenas no que se refere ? qualidade do ensino, mas na sa?de de seus profissionais -, este trabalho discorre sobre um grupo de trabalhadoras que durante aproximadamente uma d?cada (re)inventou uma forma de trabalho vitalizante sustentada nas a??es desenvolvidas coletivamente. Por meio do enfoque da Sa?de Mental Relacionada ao Trabalho (SMRT) e utilizando o m?todo etnogr?fico e entrevistas reflexivas, buscamos discutir, diante do contexto de nosso atual modelo de escola p?blica, como se consolidou tal processo com vistas a um melhor entendimento sobre o desgaste mental e a din?mica do processo sa?de-doen?a no ambiente laboral em rela??o ?s experi?ncias de forma??o, ?s interpreta??es dessas profissionais diante do exerc?cio do magist?rio, ao desenvolvimento de suas pr?ticas, ? subvers?o dos modelos de educa??o utilitaristas, ? solidariedade e ? necessidade de comunh?o entre trabalho e a??o educativa pelo vi?s emancipat?rio.
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Diagnostika školní zralosti v oblasti zrakového a sluchového vnímání / Assessment of school readiness in the areas of visual and auditory perceptionBarešová, Eva January 2018 (has links)
The diploma thesis deals with the issue of school maturity in the field of visual and auditory perception and its diagnostics in children in the last year of pre-school education. The theoretical part contains the characteristics of the development of the pre-school child and the conception of pre-primary education, the concepts of school maturity and readiness, risk factors of school failure, deferment of compulsory school attendance, partial functions and deficits of partial functions. Furthermore, the possibilities of diagnostics of phonological and visual perception and other methods of evaluation of the functions, which make the acquisition of school skills successful, are described. Also mentioned is the enrollment of a child into the first grade of elementary school. The objective of the empirical part is to find out whether it is possible to contribute to their maturation by regular stimulation of the partial functions in the field of visual and auditory perception in preschool children, thus improving the readiness of children to enter primary school. The research was carried out in two kindergartens through diagnostic and stimulating material. We predict learning disabilities (Sindelarová, 2016). Methods and tools of primarily quantitative character were used for the survey, incl....
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Pedagogická diagnostika grafomotorických a vizuomotorických dovedností a možnosti jejího rozvoje u dětí předškolního věku / Educational Assessment of graphomotor skills and their development in preschool childrenBekečová, Pavlína January 2018 (has links)
The diploma thesis deals with problems of pedagogical diagnostics of the writing-motoric and visual-motoric functions and possibilities of their development in the practice of the kindergarten teacher. There are the starting points clarified in the theoretical part, which relate to the objectives, tasks, methods, forms and content of preschool education in the context of school maturity. The school readiness and its fields with a narrower focus on monitored sub- components of a school maturity and also the action and the influence of the kindergarten in this area is clarified and described. Also the professional competencies and duties of the preschool teacher are defined here. The concept of pedagogical diagnostics, the theoretical foundations of methods and instruments of pedagogical diagnostics are analyzed in details. A direct diagnostic activity in combination with the theoretical bases and approaches is stressed here. These theoretical findings are further applied in the practical with a focus on writing- motoric and visual-motoric function. The main research problem addressed in the practical part of this work are the options and ways to support children's development in the last year of kindergarten before the start of compulsory schooling and finding ways to contribute as much as possible...
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Δυνατότητες εκπαιδευτικής αξιοποίησης εκ μέρους της τυπικής εκπαίδευσης του Μουσείου Φυσικής Ιστορίας α΄ γενιάς. Η επίδραση εκπαιδευτικών δραστηριοτήτων που λαμβάνουν χώρα στο Μουσείο Ζωολογίας του Πανεπιστημίου Πατρών στην οικοδόμηση της έννοιας της ταξινόμησης από παιδιά προσχολικής ηλικίαςΓκούσκου, Ειρήνη 02 April 2014 (has links)
Στη παρούσα διατριβή παρουσιάζονται τα αποτελέσματα μιας έρευνας
σχετικής με το σχεδιασμό, την εφαρμογή και την αξιολόγηση μιας διδακτικής
παρέμβασης σχετικής με την οικοδόμηση της έννοιας της κατηγοριοποίησης
των ζώων από παιδιά προσχολικής ηλικίας, στα πλαίσια της τυπικής και της μη
τυπικής εκπαίδευσης. Η διδακτική αυτή παρέμβαση βασίζεται στις αρχές της
‘εποικοδομητικής’ προσέγγισης για τη διδασκαλία και μάθηση των φυσικών
επιστημών και συμπεριλαμβάνει δραστηριότητες που λαμβάνουν χώρα τόσο
στο χώρο του σχολείου όσο και σε χώρο ενός μουσείου Ζωολογίας.
Με βάση τα αποτελέσματα της έρευνας παρέχονται ενδείξεις σύμφωνα
με τις οποίες τα παιδιά μετά το πέρας της διδακτικής παρέμβασης είναι
δυνατόν να οικοδομήσουν την έννοια της κατηγοριοποίησης των ζώων με τη
χρήση μορφολογικών αντί λειτουργικών ή/και ανθρωπομορφικών κριτηρίων
που συνήθως χρησιμοποιούν. Πιο συγκεκριμένα φαίνεται (α) να βελτιώνουν
τις γνώσεις τους σχετικά με την αναγνώριση και ονοματοδοσία δειγμάτων
ζώων που ανήκουν στις κατηγορίες ‘ερπετό’, ‘πτηνό’, ‘ψάρι’ και ‘θηλαστικό’
και (β) να αναγνωρίζουν μια κατηγορία ζώων από ένα δείγμα ζώου
αναφερόμενα στα βασικά μορφολογικά χαρακτηριστικά του. Επίσης
διαπιστώνεται ότι η επίσκεψη στο μουσείο ζωολογίας και οι δραστηριότητες
που πραγματοποιούνται επί τόπου φαίνεται να συμβάλλουν καθοριστικά στο
μετασχηματισμό και την εξέλιξη των νοητικών παραστάσεων των παιδιών για
την έννοια της κατηγοριοποίησης των ζώων. / This thesis presents the results of a research concerning the design,
implementation and evaluation of a teaching intervention relevant to the
classification of animals within the formal and non-formal education. This
teaching intervention refers to preschoolers, is based on the principles of
'constructive' approach of teaching and learning of science and includes
educational activities which take place both at school and at the zoological
museum.
According to the findings of the research, there is indications
accordance to which children after the end of the teaching intervention are able
to construct the concept of classification of animals using morphological
characteristics instead of function or anthropomorphic ones. More specifically,
this thesis gives indications according to which children after the teaching
intervention are able (a) to improve their knowledge on the recognition and
denomination of specimens of animals belonging to the categories of 'reptile',
'bird', 'fish' and 'mammal' and (b) to recognize a category of animals by an
animal sample based on the morphological characteristics. Finally, it is also
noted that the visit to the zoological museum and the educational activities
carried out in situ seems to make a significant contribution in the
transformation and progress of cognitive representations of children for the
concept of classifying animals.
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台灣與香港幼稚園評鑑制度之比較研究 / A comparative study on kindergarten evaluation system between Taiwan and Hong Kong林秀芬, Lin, Hsiu -Fen Unknown Date (has links)
本研究係採用貝瑞德(G. Z. F. Bereday) 所提出之比較教育研究法,針對台灣與香港幼稚園評鑑制度進行比較分析,並以訪談法訪問承辦幼稚園評鑑業務之政府官員、專家學者人員,蒐集現況資料,以期達成研究目的。
壹、本研究之目的為:
一、探討台灣幼稚園評鑑制度之内容與實施現況。
二、瞭解香港幼稚園評鑑制度之内容與實施現況。
三、比較與分析台灣及香港幼稚園評鑑制度之異同。
四、綜合研究結果,提出結論與建議,供有關單位及政策制訂參考。
貳、本研究獲致之結論為:
一、台灣與香港幼稚園評鑑制度之相同點為:
(一)評鑑計劃及標準在網頁中公開:台灣地區各縣市於進行評鑑前也會將評鑑計劃公開於教育局網頁中,主要對象是針對受評幼稚園為主,若家長欲選擇幼稚園,通常到全國幼教資訊網進行搜尋,香港幼稚園評鑑之評鑑計劃與標準,在教育局網頁中皆可獲得,其內容相當完整,可以滿足家長、專業人員以及受評幼稚園的各種資料的需求。
(二)評鑑前舉辦幼稚園評鑑說明會:台灣及香港在進行評鑑之前皆先舉辦說明會,香港以為期數日之工作坊或研討會來說明評鑑工作的進行,台灣則以一日之評鑑標準說明會來說明評鑑標準,都有助於雙方在評鑑進行前的溝通。
(三)評鑑前先進行自我評鑑:台灣與香港幼稚園在進行評鑑前必須先以評鑑標準進行自我評估,由於評鑑指標採大項目,由評鑑人員針對受評幼稚園提出之資料進行評鑑,因此,幼稚園無不努力在自我評鑑時,努力呈現屬於該園之進行方式及特色。
(四)評鑑前輔導之影響:台灣評鑑前探訪通常依各縣市評鑑經費編列而所不同,台北縣設有先其輔導制度,對幼稚園接受評鑑有所幫助,香港的評鑑團隊隊長也會在幼稚園進行評鑑前二星期,會先到幼稚園進行評鑑前探訪,瞭解目前受評幼稚園的準備情形以及溝通評鑑之進行方式。
(五)評鑑報告以質性說明為主:台灣及香港的幼稚園評鑑報告皆以文字說明來傳達評鑑結果,文字內容淺顯,對於幼稚園不作過度的批評,但是會指出其應改善之處,使幼稚園瞭解其努力的方向。
二、台灣與香港幼稚園評鑑制度之相異點為:
(一)評鑑工作的持續進行:台灣大多數縣市的幼稚園以幼教輔導暫代評鑑,有的縣市僅持續評鑑公立幼稚園,有的縣市則是評鑑與幼教輔導計劃並行,香港地區則在近年內持續進行評鑑工作。
(二)評鑑的心態不同:台灣政府單位一直視評鑑為提昇幼稚園品質的一項重要工具,如果幼稚園不符合要求,彷彿是一項不該犯的錯誤,評鑑的進行所需花費的時間、精力,以及害怕等第不佳等心顧忌,因此,對於評鑑的心態多半抗拒以對,香港的幼稚園評鑑是以學券計劃為評鑑的誘因,因此幼稚園對於評鑑的心態,是較為開放且願意去接受的。
(三)評鑑標準的設計理念不同:台灣因為各縣市各自發展其評鑑標準,使其呈現多元的樣貌,因此在評鑑的標準或多或少,皆無定論,評鑑的多寡沒有一定的優缺點,各縣市在選擇評鑑標準時,都會有其考量,並配合其評鑑的時間以及實施的設計,而香港的評鑑標準是相當完整而統一,多年來一直使用相同的版本,只有少數細項有所修訂。
(四)評鑑人員專職及其專業背景的多元化:台灣各縣市的評鑑人員都是屬於兼任的型態,當年度有評鑑工作將進行時才由承辦單位召集後成軍,香港則由督學固定來進行評鑑,信賴度也比較高。
(五)評鑑前輔導之重要性:台灣評鑑前探訪目前並未普遍實施,前期輔導的人於與外部評鑑委員為不同人員進行,前期輔導可作為先行改善之依據,幫助幼稚園評鑑得的結果更好,香港在評鑑前二星期的探訪,主要在溝通評鑑當天的進行流程。
(六)自評的時間、工作要求不同:自評的內容並未有特定的要求,僅要求針對評鑑標準進行自我評量,在評鑑前完成即可,香港的自評則有一評定之時間表及程序,對幼稚園的文件收集以及問卷分析,都有很詳細之規定。
(七)外部評鑑進行時間長短不同:台灣對幼稚園評鑑的時間短則半天,最長不超過一天,時間過短,無法發掘及瞭解幼稚園之優點,過長對於幼稚園而言,必須承受較大的壓力,香港的評鑑時間長達三天,幼稚園受評鑑時間相當長,評鑑人員能提供專業協助的角色,評鑑時間的安排,在評鑑制度應能加以深思考量。
(八)評鑑結果的應用不同:台灣的評鑑結果,分為績優者獲得表揚與獎勵,不佳者列為輔導,雖有「退場機制」之聲浪一直出現,但是目前並未真正進行退場的要求,香港則給予評鑑通過者學券補助,未通過者加以輔導。
叁、本研究提出之結論為:
一、在幼兒教育政策方面
(一)設立專責評鑑機構:由政府單位或是由民間或學術等團體來推動幼稚園評鑑工作,使幼稚園評鑑制度正常運作,並朝專業發展。
(二)評鑑人員的甄選與訓練:進行評鑑人員的培訓,以提高評鑑人員之素質及達到評分者一致性的信度。
(三)提供幼托整合政策研擬之參考:增加更多不同國家優良之政策及制度研究,供國內幼托整合制度的建立參考。
二、在評鑑制度實務方面
(一)訪評時間應能充足瞭解幼稚園現況:幼稚園評鑑時間少則一日,多則三日,以求達到評鑑目標。
(二)具彈性之評鑑標準:應設計具彈性化之評鑑標準,評鑑後,再依需要修訂評鑑標準。
(三)確保評鑑目的之達成:將評鑑結果能呼應評鑑目的,並能確實達成。
(四)加強自我評鑑的深度:應能將自我評鑑列為應做到之重要前置作業。
(五)評鑑結果應用及報告應公開:公告評鑑結果於縣市政府之網頁上,提供家長參考並長期作維護及更新。
(六)確實進行追蹤輔導:通過評鑑的幼稚園持續進行年度考核,評鑑結果不佳之幼稚園應有輔導改善及退場機制。
三、未來研究方向
(一)增加國外評鑑制度比較研究:增加更多不同國家幼兒教育評鑑議題研究,提供國內評鑑參考。
(二)使用不同研究法來進行研究分析:除了本研究之文獻探討及訪談法外,可採用其他適切之研究方法來進行研究。
關鍵字:台灣、香港、幼稚園、幼兒教育、評鑑、教育評鑑、質素評核、比較教育研究。
本研究係採用貝瑞德(G. Z. F. Bereday) 所提出之比較教育研究法,針對台灣與香港幼稚園評鑑制度進行比較分析,並以訪談法訪問承辦幼稚園評鑑業務之政府官員、專家學者人員,蒐集現況資料,以期達成研究目的。
壹、本研究之目的為:
一、探討台灣幼稚園評鑑制度之内容與實施現況。
二、瞭解香港幼稚園評鑑制度之内容與實施現況。
三、比較與分析台灣及香港幼稚園評鑑制度之異同。
四、綜合研究結果,提出結論與建議,供有關單位及政策制訂參考。
貳、本研究獲致之結論為:
一、台灣與香港幼稚園評鑑制度之相同點為:
(一)評鑑計劃及標準在網頁中公開:台灣地區各縣市於進行評鑑前也會將評鑑計劃公開於教育局網頁中,主要對象是針對受評幼稚園為主,若家長欲選擇幼稚園,通常到全國幼教資訊網進行搜尋,香港幼稚園評鑑之評鑑計劃與標準,在教育局網頁中皆可獲得,其內容相當完整,可以滿足家長、專業人員以及受評幼稚園的各種資料的需求。
(二)評鑑前舉辦幼稚園評鑑說明會:台灣及香港在進行評鑑之前皆先舉辦說明會,香港以為期數日之工作坊或研討會來說明評鑑工作的進行,台灣則以一日之評鑑標準說明會來說明評鑑標準,都有助於雙方在評鑑進行前的溝通。
(三)評鑑前先進行自我評鑑:台灣與香港幼稚園在進行評鑑前必須先以評鑑標準進行自我評估,由於評鑑指標採大項目,由評鑑人員針對受評幼稚園提出之資料進行評鑑,因此,幼稚園無不努力在自我評鑑時,努力呈現屬於該園之進行方式及特色。
(四)評鑑前輔導之影響:台灣評鑑前探訪通常依各縣市評鑑經費編列而所不同,台北縣設有先其輔導制度,對幼稚園接受評鑑有所幫助,香港的評鑑團隊隊長也會在幼稚園進行評鑑前二星期,會先到幼稚園進行評鑑前探訪,瞭解目前受評幼稚園的準備情形以及溝通評鑑之進行方式。
(五)評鑑報告以質性說明為主:台灣及香港的幼稚園評鑑報告皆以文字說明來傳達評鑑結果,文字內容淺顯,對於幼稚園不作過度的批評,但是會指出其應改善之處,使幼稚園瞭解其努力的方向。
二、台灣與香港幼稚園評鑑制度之相異點為:
(一)評鑑工作的持續進行:台灣大多數縣市的幼稚園以幼教輔導暫代評鑑,有的縣市僅持續評鑑公立幼稚園,有的縣市則是評鑑與幼教輔導計劃並行,香港地區則在近年內持續進行評鑑工作。
(二)評鑑的心態不同:台灣政府單位一直視評鑑為提昇幼稚園品質的一項重要工具,如果幼稚園不符合要求,彷彿是一項不該犯的錯誤,評鑑的進行所需花費的時間、精力,以及害怕等第不佳等心顧忌,因此,對於評鑑的心態多半抗拒以對,香港的幼稚園評鑑是以學券計劃為評鑑的誘因,因此幼稚園對於評鑑的心態,是較為開放且願意去接受的。
(三)評鑑標準的設計理念不同:台灣因為各縣市各自發展其評鑑標準,使其呈現多元的樣貌,因此在評鑑的標準或多或少,皆無定論,評鑑的多寡沒有一定的優缺點,各縣市在選擇評鑑標準時,都會有其考量,並配合其評鑑的時間以及實施的設計,而香港的評鑑標準是相當完整而統一,多年來一直使用相同的版本,只有少數細項有所修訂。
(四)評鑑人員專職及其專業背景的多元化:台灣各縣市的評鑑人員都是屬於兼任的型態,當年度有評鑑工作將進行時才由承辦單位召集後成軍,香港則由督學固定來進行評鑑,信賴度也比較高。
(五)評鑑前輔導之重要性:台灣評鑑前探訪目前並未普遍實施,前期輔導的人於與外部評鑑委員為不同人員進行,前期輔導可作為先行改善之依據,幫助幼稚園評鑑得的結果更好,香港在評鑑前二星期的探訪,主要在溝通評鑑當天的進行流程。
(六)自評的時間、工作要求不同:自評的內容並未有特定的要求,僅要求針對評鑑標準進行自我評量,在評鑑前完成即可,香港的自評則有一評定之時間表及程序,對幼稚園的文件收集以及問卷分析,都有很詳細之規定。
(七)外部評鑑進行時間長短不同:台灣對幼稚園評鑑的時間短則半天,最長不超過一天,時間過短,無法發掘及瞭解幼稚園之優點,過長對於幼稚園而言,必須承受較大的壓力,香港的評鑑時間長達三天,幼稚園受評鑑時間相當長,評鑑人員能提供專業協助的角色,評鑑時間的安排,在評鑑制度應能加以深思考量。
(八)評鑑結果的應用不同:台灣的評鑑結果,分為績優者獲得表揚與獎勵,不佳者列為輔導,雖有「退場機制」之聲浪一直出現,但是目前並未真正進行退場的要求,香港則給予評鑑通過者學券補助,未通過者加以輔導。
叁、本研究提出之結論為:
一、在幼兒教育政策方面
(一)設立專責評鑑機構:由政府單位或是由民間或學術等團體來推動幼稚園評鑑工作,使幼稚園評鑑制度正常運作,並朝專業發展。
(二)評鑑人員的甄選與訓練:進行評鑑人員的培訓,以提高評鑑人員之素質及達到評分者一致性的信度。
(三)提供幼托整合政策研擬之參考:增加更多不同國家優良之政策及制度研究,供國內幼托整合制度的建立參考。
二、在評鑑制度實務方面
(一)訪評時間應能充足瞭解幼稚園現況:幼稚園評鑑時間少則一日,多則三日,以求達到評鑑目標。
(二)具彈性之評鑑標準:應設計具彈性化之評鑑標準,評鑑後,再依需要修訂評鑑標準。
(三)確保評鑑目的之達成:將評鑑結果能呼應評鑑目的,並能確實達成。
(四)加強自我評鑑的深度:應能將自我評鑑列為應做到之重要前置作業。
(五)評鑑結果應用及報告應公開:公告評鑑結果於縣市政府之網頁上,提供家長參考並長期作維護及更新。
(六)確實進行追蹤輔導:通過評鑑的幼稚園持續進行年度考核,評鑑結果不佳之幼稚園應有輔導改善及退場機制。
三、未來研究方向
(一)增加國外評鑑制度比較研究:增加更多不同國家幼兒教育評鑑議題研究,提供國內評鑑參考。
(二)使用不同研究法來進行研究分析:除了本研究之文獻探討及訪談法外,可採用其他適切之研究方法來進行研究。
關鍵字:台灣、香港、幼稚園、幼兒教育、評鑑、教育評鑑、質素評核、比較教育研究。
本研究係採用貝瑞德(G. Z. F. Bereday) 所提出之比較教育研究法,針對台灣與香港幼稚園評鑑制度進行比較分析,並以訪談法訪問承辦幼稚園評鑑業務之政府官員、專家學者人員,蒐集現況資料,以期達成研究目的。
壹、本研究之目的為:
一、探討台灣幼稚園評鑑制度之内容與實施現況。
二、瞭解香港幼稚園評鑑制度之内容與實施現況。
三、比較與分析台灣及香港幼稚園評鑑制度之異同。
四、綜合研究結果,提出結論與建議,供有關單位及政策制訂參考。
貳、本研究獲致之結論為:
一、台灣與香港幼稚園評鑑制度之相同點為:
(一)評鑑計劃及標準在網頁中公開:台灣地區各縣市於進行評鑑前也會將評鑑計劃公開於教育局網頁中,主要對象是針對受評幼稚園為主,若家長欲選擇幼稚園,通常到全國幼教資訊網進行搜尋,香港幼稚園評鑑之評鑑計劃與標準,在教育局網頁中皆可獲得,其內容相當完整,可以滿足家長、專業人員以及受評幼稚園的各種資料的需求。
(二)評鑑前舉辦幼稚園評鑑說明會:台灣及香港在進行評鑑之前皆先舉辦說明會,香港以為期數日之工作坊或研討會來說明評鑑工作的進行,台灣則以一日之評鑑標準說明會來說明評鑑標準,都有助於雙方在評鑑進行前的溝通。
(三)評鑑前先進行自我評鑑:台灣與香港幼稚園在進行評鑑前必須先以評鑑標準進行自我評估,由於評鑑指標採大項目,由評鑑人員針對受評幼稚園提出之資料進行評鑑,因此,幼稚園無不努力在自我評鑑時,努力呈現屬於該園之進行方式及特色。
(四)評鑑前輔導之影響:台灣評鑑前探訪通常依各縣市評鑑經費編列而所不同,台北縣設有先其輔導制度,對幼稚園接受評鑑有所幫助,香港的評鑑團隊隊長也會在幼稚園進行評鑑前二星期,會先到幼稚園進行評鑑前探訪,瞭解目前受評幼稚園的準備情形以及溝通評鑑之進行方式。
(五)評鑑報告以質性說明為主:台灣及香港的幼稚園評鑑報告皆以文字說明來傳達評鑑結果,文字內容淺顯,對於幼稚園不作過度的批評,但是會指出其應改善之處,使幼稚園瞭解其努力的方向。
二、台灣與香港幼稚園評鑑制度之相異點為:
(一)評鑑工作的持續進行:台灣大多數縣市的幼稚園以幼教輔導暫代評鑑,有的縣市僅持續評鑑公立幼稚園,有的縣市則是評鑑與幼教輔導計劃並行,香港地區則在近年內持續進行評鑑工作。
(二)評鑑的心態不同:台灣政府單位一直視評鑑為提昇幼稚園品質的一項重要工具,如果幼稚園不符合要求,彷彿是一項不該犯的錯誤,評鑑的進行所需花費的時間、精力,以及害怕等第不佳等心顧忌,因此,對於評鑑的心態多半抗拒以對,香港的幼稚園評鑑是以學券計劃為評鑑的誘因,因此幼稚園對於評鑑的心態,是較為開放且願意去接受的。
(三)評鑑標準的設計理念不同:台灣因為各縣市各自發展其評鑑標準,使其呈現多元的樣貌,因此在評鑑的標準或多或少,皆無定論,評鑑的多寡沒有一定的優缺點,各縣市在選擇評鑑標準時,都會有其考量,並配合其評鑑的時間以及實施的設計,而香港的評鑑標準是相當完整而統一,多年來一直使用相同的版本,只有少數細項有所修訂。
(四)評鑑人員專職及其專業背景的多元化:台灣各縣市的評鑑人員都是屬於兼任的型態,當年度有評鑑工作將進行時才由承辦單位召集後成軍,香港則由督學固定來進行評鑑,信賴度也比較高。
(五)評鑑前輔導之重要性:台灣評鑑前探訪目前並未普遍實施,前期輔導的人於與外部評鑑委員為不同人員進行,前期輔導可作為先行改善之依據,幫助幼稚園評鑑得的結果更好,香港在評鑑前二星期的探訪,主要在溝通評鑑當天的進行流程。
(六)自評的時間、工作要求不同:自評的內容並未有特定的要求,僅要求針對評鑑標準進行自我評量,在評鑑前完成即可,香港的自評則有一評定之時間表及程序,對幼稚園的文件收集以及問卷分析,都有很詳細之規定。
(七)外部評鑑進行時間長短不同:台灣對幼稚園評鑑的時間短則半天,最長不超過一天,時間過短,無法發掘及瞭解幼稚園之優點,過長對於幼稚園而言,必須承受較大的壓力,香港的評鑑時間長達三天,幼稚園受評鑑時間相當長,評鑑人員能提供專業協助的角色,評鑑時間的安排,在評鑑制度應能加以深思考量。
(八)評鑑結果的應用不同:台灣的評鑑結果,分為績優者獲得表揚與獎勵,不佳者列為輔導,雖有「退場機制」之聲浪一直出現,但是目前並未真正進行退場的要求,香港則給予評鑑通過者學券補助,未通過者加以輔導。
叁、本研究提出之結論為:
一、在幼兒教育政策方面
(一)設立專責評鑑機構:由政府單位或是由民間或學術等團體來推動幼稚園評鑑工作,使幼稚園評鑑制度正常運作,並朝專業發展。
(二)評鑑人員的甄選與訓練:進行評鑑人員的培訓,以提高評鑑人員之素質及達到評分者一致性的信度。
(三)提供幼托整合政策研擬之參考:增加更多不同國家優良之政策及制度研究,供國內幼托整合制度的建立參考。
二、在評鑑制度實務方面
(一)訪評時間應能充足瞭解幼稚園現況:幼稚園評鑑時間少則一日,多則三日,以求達到評鑑目標。
(二)具彈性之評鑑標準:應設計具彈性化之評鑑標準,評鑑後,再依需要修訂評鑑標準。
(三)確保評鑑目的之達成:將評鑑結果能呼應評鑑目的,並能確實達成。
(四)加強自我評鑑的深度:應能將自我評鑑列為應做到之重要前置作業。
(五)評鑑結果應用及報告應公開:公告評鑑結果於縣市政府之網頁上,提供家長參考並長期作維護及更新。
(六)確實進行追蹤輔導:通過評鑑的幼稚園持續進行年度考核,評鑑結果不佳之幼稚園應有輔導改善及退場機制。
三、未來研究方向
(一)增加國外評鑑制度比較研究:增加更多不同國家幼兒教育評鑑議題研究,提供國內評鑑參考。
(二)使用不同研究法來進行研究分析:除了本研究之文獻探討及訪談法外,可採用其他適切之研究方法來進行研究。
關鍵字:台灣、香港、幼稚園、幼兒教育、評鑑、教育評鑑、質素評核、比較教育研究。
本研究係採用貝瑞德(G. Z. F. Bereday) 所提出之比較教育研究法,針對台灣與香港幼稚園評鑑制度進行比較分析,並以訪談法訪問承辦幼稚園評鑑業務之政府官員、專家學者人員,蒐集現況資料,以期達成研究目的。
壹、本研究之目的為:
一、探討台灣幼稚園評鑑制度之内容與實施現況。
二、瞭解香港幼稚園評鑑制度之内容與實施現況。
三、比較與分析台灣及香港幼稚園評鑑制度之異同。
四、綜合研究結果,提出結論與建議,供有關單位及政策制訂參考。
貳、本研究獲致之結論為:
一、台灣與香港幼稚園評鑑制度之相同點為:
(一)評鑑計劃及標準在網頁中公開:台灣地區各縣市於進行評鑑前也會將評鑑計劃公開於教育局網頁中,主要對象是針對受評幼稚園為主,若家長欲選擇幼稚園,通常到全國幼教資訊網進行搜尋,香港幼稚園評鑑之評鑑計劃與標準,在教育局網頁中皆可獲得,其內容相當完整,可以滿足家長、專業人員以及受評幼稚園的各種資料的需求。
(二)評鑑前舉辦幼稚園評鑑說明會:台灣及香港在進行評鑑之前皆先舉辦說明會,香港以為期數日之工作坊或研討會來說明評鑑工作的進行,台灣則以一日之評鑑標準說明會來說明評鑑標準,都有助於雙方在評鑑進行前的溝通。
(三)評鑑前先進行自我評鑑:台灣與香港幼稚園在進行評鑑前必須先以評鑑標準進行自我評估,由於評鑑指標採大項目,由評鑑人員針對受評幼稚園提出之資料進行評鑑,因此,幼稚園無不努力在自我評鑑時,努力呈現屬於該園之進行方式及特色。
(四)評鑑前輔導之影響:台灣評鑑前探訪通常依各縣市評鑑經費編列而所不同,台北縣設有先其輔導制度,對幼稚園接受評鑑有所幫助,香港的評鑑團隊隊長也會在幼稚園進行評鑑前二星期,會先到幼稚園進行評鑑前探訪,瞭解目前受評幼稚園的準備情形以及溝通評鑑之進行方式。
(五)評鑑報告以質性說明為主:台灣及香港的幼稚園評鑑報告皆以文字說明來傳達評鑑結果,文字內容淺顯,對於幼稚園不作過度的批評,但是會指出其應改善之處,使幼稚園瞭解其努力的方向。
二、台灣與香港幼稚園評鑑制度之相異點為:
(一)評鑑工作的持續進行:台灣大多數縣市的幼稚園以幼教輔導暫代評鑑,有的縣市僅持續評鑑公立幼稚園,有的縣市則是評鑑與幼教輔導計劃並行,香港地區則在近年內持續進行評鑑工作。
(二)評鑑的心態不同:台灣政府單位一直視評鑑為提昇幼稚園品質的一項重要工具,如果幼稚園不符合要求,彷彿是一項不該犯的錯誤,評鑑的進行所需花費的時間、精力,以及害怕等第不佳等心顧忌,因此,對於評鑑的心態多半抗拒以對,香港的幼稚園評鑑是以學券計劃為評鑑的誘因,因此幼稚園對於評鑑的心態,是較為開放且願意去接受的。
(三)評鑑標準的設計理念不同:台灣因為各縣市各自發展其評鑑標準,使其呈現多元的樣貌,因此在評鑑的標準或多或少,皆無定論,評鑑的多寡沒有一定的優缺點,各縣市在選擇評鑑標準時,都會有其考量,並配合其評鑑的時間以及實施的設計,而香港的評鑑標準是相當完整而統一,多年來一直使用相同的版本,只有少數細項有所修訂。
(四)評鑑人員專職及其專業背景的多元化:台灣各縣市的評鑑人員都是屬於兼任的型態,當年度有評鑑工作將進行時才由承辦單位召集後成軍,香港則由督學固定來進行評鑑,信賴度也比較高。
(五)評鑑前輔導之重要性:台灣評鑑前探訪目前並未普遍實施,前期輔導的人於與外部評鑑委員為不同人員進行,前期輔導可作為先行改善之依據,幫助幼稚園評鑑得的結果更好,香港在評鑑前二星期的探訪,主要在溝通評鑑當天的進行流程。
(六)自評的時間、工作要求不同:自評的內容並未有特定的要求,僅要求針對評鑑標準進行自我評量,在評鑑前完成即可,香港的自評則有一評定之時間表及程序,對幼稚園的文件收集以及問卷分析,都有很詳細之規定。
(七)外部評鑑進行時間長短不同:台灣對幼稚園評鑑的時間短則半天,最長不超過一天,時間過短,無法發掘及瞭解幼稚園之優點,過長對於幼稚園而言,必須承受較大的壓力,香港的評鑑時間長達三天,幼稚園受評鑑時間相當長,評鑑人員能提供專業協助的角色,評鑑時間的安排,在評鑑制度應能加以深思考量。
(八)評鑑結果的應用不同:台灣的評鑑結果,分為績優者獲得表揚與獎勵,不佳者列為輔導,雖有「退場機制」之聲浪一直出現,但是目前並未真正進行退場的要求,香港則給予評鑑通過者學券補助,未通過者加以輔導。
叁、本研究提出之結論為:
一、在幼兒教育政策方面
(一)設立專責評鑑機構:由政府單位或是由民間或學術等團體來推動幼稚園評鑑工作,使幼稚園評鑑制度正常運作,並朝專業發展。
(二)評鑑人員的甄選與訓練:進行評鑑人員的培訓,以提高評鑑人員之素質及達到評分者一致性的信度。
(三)提供幼托整合政策研擬之參考:增加更多不同國家優良之政策及制度研究,供國內幼托整合制度的建立參考。
二、在評鑑制度實務方面
(一)訪評時間應能充足瞭解幼稚園現況:幼稚園評鑑時間少則一日,多則三日,以求達到評鑑目標。
(二)具彈性之評鑑標準:應設計具彈性化之評鑑標準,評鑑後,再依需要修訂評鑑標準。
(三)確保評鑑目的之達成:將評鑑結果能呼應評鑑目的,並能確實達成。
(四)加強自我評鑑的深度:應能將自我評鑑列為應做到之重要前置作業。
(五)評鑑結果應用及報告應公開:公告評鑑結果於縣市政府之網頁上,提供家長參考並長期作維護及更新。
(六)確實進行追蹤輔導:通過評鑑的幼稚園持續進行年度考核,評鑑結果不佳之幼稚園應有輔導改善及退場機制。
三、未來研究方向
(一)增加國外評鑑制度比較研究:增加更多不同國家幼兒教育評鑑議題研究,提供國內評鑑參考。
(二)使用不同研究法來進行研究分析:除了本研究之文獻探討及訪談法外,可採用其他適切之研究方法來進行研究。
關鍵字:台灣、香港、幼稚園、幼兒教育、評鑑、教育評鑑、質素評核、比較教育研究。
本研究係採用貝瑞德(G. Z. F. Bereday) 所提出之比較教育研究法,針對台灣與香港幼稚園評鑑制度進行比較分析,並以訪談法訪問承辦幼稚園評鑑業務之政府官員、專家學者人員,蒐集現況資料,以期達成研究目的。
壹、本研究之目的為:
一、探討台灣幼稚園評鑑制度之内容與實施現況。
二、瞭解香港幼稚園評鑑制度之内容與實施現況。
三、比較與分析台灣及香港幼稚園評鑑制度之異同。
四、綜合研究結果,提出結論與建議,供有關單位及政策制訂參考。
貳、本研究獲致之結論為:
一、台灣與香港幼稚園評鑑制度之相同點為:
(一)評鑑計劃及標準在網頁中公開:台灣地區各縣市於進行評鑑前也會將評鑑計劃公開於教育局網頁中,主要對象是針對受評幼稚園為主,若家長欲選擇幼稚園,通常到全國幼教資訊網進行搜尋,香港幼稚園評鑑之評鑑計劃與標準,在教育局網頁中皆可獲得,其內容相當完整,可以滿足家長、專業人員以及受評幼稚園的各種資料的需求。
(二)評鑑前舉辦幼稚園評鑑說明會:台灣及香港在進行評鑑之前皆先舉辦說明會,香港以為期數日之工作坊或研討會來說明評鑑工作的進行,台灣則以一日之評鑑標準說明會來說明評鑑標準,都有助於雙方在評鑑進行前的溝通。
(三)評鑑前先進行自我評鑑:台灣與香港幼稚園在進行評鑑前必須先以評鑑標準進行自我評估,由於評鑑指標採大項目,由評鑑人員針對受評幼稚園提出之資料進行評鑑,因此,幼稚園無不努力在自我評鑑時,努力呈現屬於該園之進行方式及特色。
(四)評鑑前輔導之影響:台灣評鑑前探訪通常依各縣市評鑑經費編列而所不同,台北縣設有先其輔導制度,對幼稚園接受評鑑有所幫助,香港的評鑑團隊隊長也會在幼稚園進行評鑑前二星期,會先到幼稚園進行評鑑前探訪,瞭解目前受評幼稚園的準備情形以及溝通評鑑之進行方式。
(五)評鑑報告以質性說明為主:台灣及香港的幼稚園評鑑報告皆以文字說明來傳達評鑑結果,文字內容淺顯,對於幼稚園不作過度的批評,但是會指出其應改善之處,使幼稚園瞭解其努力的方向。
二、台灣與香港幼稚園評鑑制度之相異點為:
(一)評鑑工作的持續進行:台灣大多數縣市的幼稚園以幼教輔導暫代評鑑,有的縣市僅持續評鑑公立幼稚園,有的縣市則是評鑑與幼教輔導計劃並行,香港地區則在近年內持續進行評鑑工作。
(二)評鑑的心態不同:台灣政府單位一直視評鑑為提昇幼稚園品質的一項重要工具,如果幼稚園不符合要求,彷彿是一項不該犯的錯誤,評鑑的進行所需花費的時間、精力,以及害怕等第不佳等心顧忌,因此,對於評鑑的心態多半抗拒以對,香港的幼稚園評鑑是以學券計劃為評鑑的誘因,因此幼稚園對於評鑑的心態,是較為開放且願意去接受的。
(三)評鑑標準的設計理念不同:台灣因為各縣市各自發展其評鑑標準,使其呈現多元的樣貌,因此在評鑑的標準或多或少,皆無定論,評鑑的多寡沒有一定的優缺點,各縣市在選擇評鑑標準時,都會有其考量,並配合其評鑑的時間以及實施的設計,而香港的評鑑標準是相當完整而統一,多年來一直使用相同的版本,只有少數細項有所修訂。
(四)評鑑人員專職及其專業背景的多元化:台灣各縣市的評鑑人員都是屬於兼任的型態,當年度有評鑑工作將進行時才由承辦單位召集後成軍,香港則由督學固定來進行評 / A Comparative Study on Kindergarten Evaluation System between Taiwan and Hong Kong
Abstract
This study uses the comparative education theory proposed by G. Z. F. Bereday with the aim of analyzing the kindergarten accreditation system of Taiwan and Hong Kong. Interviews were accomplished with school administrators, scholars (experts) who are responsible for the kindergarten accreditation in Taiwan and Hong Kong. Research objectives were as follows:
Objectives:
1. To understand the underlying factors and current situation of the Kindergarten accreditation system in Taiwan,
2. To understand the underlying factors and current situation of the Kindergarten accreditation system in Hong Kong, and
3. To undertake a comparative analysis of the two accreditation systems and note its differences and similarities.
Based on the findings, the following conclusions and recommendations are presented as such,
Similarities:
1. Publication of evaluation standards and procedures online – Before the evaluations are conducted, criteria and standards are announced on the Education Bureau’s website,
2. Conducting of evaluation meetings before the evaluation – Forums regarding the kindergarten evaluation are held before the evaluation period starts,
3. Self-evaluation are accomplished before the actual evaluation – both in Taiwan and Hong Kong, schools are required to conduct self-evaluations before the actual formal evaluations,
4. Evaluation reports are qualitative by nature – both in Taiwan and Hong Kong, the schools’ positive and negative feedbacks resulting from the evaluation are generally given in the qualitative form (or express in words and statements).
Differences:
1. On-going evaluation works – in cities and counties in Taiwan, the kindergarten and pre-school counseling are considered to be temporarily evaluation, and some counties haven’t started to evaluate public kindergartens, and while some counties even uses a parallel system of evaluation and early childhood education counseling program. However, in Hong Kong, evaluation has been ongoing already for the past several years,
2. Perception of evaluation – In Taiwan, evaluation is mostly regarded negatively, while in Hong Kong evaluation is regarded as a positive undertaking,
3. Concept of evaluation – Taiwan has multiple standards, while Hong Kong has only one.
4. Background of evaluators and the diversified nature of their profession – Taiwan have different evaluators each evaluation, while Hong Kong assigns the same evaluators,
5. Importance of pre-evaluation counseling – this varies from regions to regions in Taiwan, while in Hong Kong this are done two weeks before the actual evaluation,
6. Duration, content and tasks related to pre-evaluation – inconsistencies in duration, content and tasks related to pre-evaluation in Taiwan, while in Hong Kong pre-evaluation tasks are standardize and the same all throughout,
7. Duration of external evaluations – sometimes half-day or at most a day in Taiwan, while in Hong Kong the formal evaluation lasts for three days,
8. Applications of evaluation results – In Taiwan, evaluation results are just filed and excellent schools are noted, while schools who failed are given counseling. In Hong Kong, excellent are given rewards and subsidy, while failing schools are given counseling.
Recommendations:
1. Policy
a. Setting up of a special evaluation agency – to establish a formal organization with members coming from both the government and private sector, to undertake and govern kindergarten evaluation,
b. Selection and training of evaluators – trainings shall be done to further uplift the credentials and professionalism of the evaluators,
c. To develop a source of reference – gather information regarding kindergarten evaluation from other countries, hence, provide additional resources for both researchers and practitioners.
2. Practical aspects of evaluation
a. Ample evaluation time is needed during in order to fully understand the current situation of a school undergoing evaluation – minimum of one day to a maximum of three days are needed to ensure attainment of evaluation goals,
b. Flexible evaluation criteria – standards should be flexible and revise accordingly,
c. Attainment of evaluation objectives – evaluation results should reflect evaluation goals and objectives,
d. Strengthen the self-evaluation procedures – emphasis on the importance of self-evaluation should be given to help improve the formal evaluation,
e. Make public evaluation results – results should be made public in the government websites, thus provide a means of reference for the general public,
f. Follow through on institutional counseling – evaluation should be an ongoing process at the same time counseling for failing schools should be done continuously to help them improve.
3. Future research trends
a. Additional cross-country comparisons and provide future researchers and administrators additional information,
b. Application of different research methodologies – further methodologies could be apply to provide other views in the kindergarten evaluation system.
key word:Hong Kong,Taiwan,kindergarten,evaluation,education
,evaluation;comparative method in education
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Odloučení dítěte při vstupu do MŠ / Separation of a child when entering kindergartenSOMMEROVÁ, Lucie January 2014 (has links)
The work deals with the separation of a child when entering kindergarten and aims to describe the symptoms of a child who is separated from his parents. First, we define the concept of preschool age, and then it is characterized in terms of developmental psychology, which is investigated further by the socialization of the child. Other chapters describe pre-school education and kindergarten as an institution and of course the very notion of separation. The subchapters deal with the connection, the actual separation, the fear of separation, the child's behavior and how the parents or the child's homeroom teacher can help in this process. The research is devoted to case studies and seeks a way to answer the main research question: How does a child express itself during separation? The knowledge we gain through participant observation of one boy and indepth semi-structured interviews with his mother.
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Užití efektivní komunikace v mateřské škole typu montessori a v církevní mateřské škole / The usage of effective ways of communication in kindergarten.HOMOLOVÁ, Martina January 2018 (has links)
The thesis deals with using of an effective approach embedded in a school education program of montessori kindergarten and church kindergarten. The theoretical part describes the effective communication, basic effective communication skills and ineffective communication skills, needs and emotion. Further thesis deals with a general educational program for preschool education, a school educational program and the scope of effective communication in a general educational program for preschool education. Last but not least it deals with an alternative education and the scope of an effective communication in a montessori pedagogy and a church education. The practical part includes a research focused mainly on what type of pedagogy approach and how often are the effective communication skills used in these kindergartens (Viva Bambini and church kindergarten Lipenská). Effective communication is embedded in the school educational program of both of these kindergartens. Both kindergartens have a different pedagogical approach. The kindergarten Viva Bambini puts emphasis on a development of sensory perception and an isolation of particular property. The church kindergarten Lipenská focuses an attention on a spiritual development of child and a limitation of religious content on a particular topic. The greatest principle is love and an establishing of the relationship with God.
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História da política de educação pré-escolar no Brasil de 1964 a 1993 : entre o texto e o discurso / History of preschool education policy in Brazil from 1964 to 1993 : between text and discoursePrado, Alessandra Elizabeth Ferreira Gonçalves 21 February 2017 (has links)
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Previous issue date: 2017-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / We conducted this research through the exercise of educational historiography to approach the
action of policy makers concerning the education of young children in Brazil. Our purpose was
to assimilate, comprehend and analyze the movement that fostered the appropriation of
pedagogical ideas - by highlighting the action or the “voice” of the policy makers - when
analyzing the movement that constituted the official discourses used to address the care of
children under six years of age in Brazil from 1964 to 1993. As a theoretical/methodological
approach, we pursuit the perspective of demythologization, as described by Mark Depaepe, in
addition to the police cycle, the Stephen Ball´s interpretative reading. Following this intent, we
analyzed documents produced by the Brazilian Federal Government in the aforementioned
educational field. Besides these, primary sources were used, such as event reports, internal
correspondence, meeting minutes, as well as several texts in the archives of the Coordenação
de Educação Infantil. In this sense, our historical reading emphasized the official managements,
as we revealed a piece of the Coordenação de Educação Pré-Escolar backstage, in other words,
internal and external drives of policy makers, in the vicinity of the official publications or the
participations in events. Therefore, because we started the analysis in 1964, it was possible to
go through the trajectory of policy by the agency of Vital Didonet and his team underlining the
first moving in 1974, the year of the inception of activities of the Ministry of Education and
Culture concerning the young children and its discursive alteration in the beginning of 1980´s,
posteriorly intense criticism from the researchers to the Compensatory Education approach.
Likewise, we stand out the activities of these agents since 1985 for the Campanha Nacional
Criança e Constituinte; since 1986, with the implementation of Programa Municipal de
Educação Pré-Escolar; since 1992, with the document “Política de Educação Infantil:
proposta”. In this route, it was possible to perceive the strategies of control as established within
official discourse, through the construction of the text, that allowed the following-up of actions,
the convenient space of political maneuvering, the creative and inventive tone in which needs
and contextual demands were articulated, as well as the alternative to appropriate concepts and
pedagogical ideas. With the outcome of the analyses, the survey results revealed that the agents,
at the same time as they concentrate on the pressures (carried out by academics, international
organizations, politicians, private initiative), they sought to maintain their place of power, in
other words, their relevance to the context of greater influence, the federal government. Beyond
that, we revealed the continuum between political discourse and its practical execution. Our
entire intent helped in understanding how the construction of the discourse of children – subject
to rights – became justifiable, or of their achievement of citizenship, since the occurrence of the
Federal Constitution of 1988. In the face of built understandings, as revealed by actions of what
was officially publicized, the possibility of surfacing the place of young children, between text
and discourse, and in contrast to what has been offered to them in matters of educational
attendance in Brazil. / Esta pesquisa conduz-se pelo exercício de historiografia educativa a partir do ponto de vista da
ação dos elaboradores de políticas públicas referentes à educação de crianças pequenas no
Brasil. Tem por objetivo apreender, compreender e analisar o movimento que fomentou a
apropriação de ideias pedagógicas, pelo destaque da ação ou “voz” dos elaboradores de
políticas, ao analisar como estas se constituíram nos discursos oficiais endereçados ao
atendimento a crianças menores de seis anos no Brasil entre 1964 e 1993. Como abordagem
teórico-metodológica, adotou-se a perspectiva da desmitologização, conforme Mark Depaepe,
somando-se ao ciclo de políticas, em acordo com a leitura interpretativa de Stephen Ball. Para
tal, foram pesquisados documentos produzidos pelo governo federal relativos à área educativa
mencionada. Além desses, foram utilizadas fontes primárias, como relatórios de eventos,
artigos apresentados em congressos, correspondências internas, atas de reuniões, enfim, textos
variados que foram coletados nos arquivos da Coordenação de Educação Infantil. Nesse
sentido, nossa leitura histórica enfatizou as ações oficiais, revelando parte dos bastidores da
Coordenação de Educação Pré-Escolar, ou seja, movimentações internas e externas dos
elaboradores de políticas públicas nas proximidades de suas publicações oficiais ou na
participação em eventos. Assim, ao iniciar a análise em 1964, foi possível percorrer a trajetória
política da agência de Vital Didonet e seu grupo destacando o primeiro movimento em 1974,
ano de início das atividades do Ministério da Educação e Cultura em relação à educação de
crianças pequenas, e sua modificação discursiva no início dos anos 1980, após intensas críticas
dos pesquisadores à abordagem da Educação Compensatória. De igual maneira, sobressaiu-se
as atividades desses agentes desde 1985 para a Campanha Nacional Criança e Constituinte;
desde 1986, com a implementação do Programa Municipal de Educação Pré-Escolar; desde
1992, com o documento “Política de Educação Infantil: proposta”. Nesse percurso, foi possível
perceber as estratégias de controle estabelecidas pelo discurso oficial em meio à construção do
texto, que permitiram o acompanhamento das ações, o espaço conveniente para as manobras
políticas, o teor criativo e de inventividade na articulação entre as necessidades e as demandas
contextuais, assim como a alternativa em se apropriar de conceitos ou de ideias pedagógicas.
Com o desfecho das análises, os resultados da pesquisa revelaram que os agentes, ao mesmo
tempo em que correspondiam às pressões (exercidas por acadêmicos, órgãos internacionais,
políticos, iniciativa privada), buscaram manter o seu lugar de poder, ou seja, a sua importância
junto ao contexto de influência maior, o governo federal. Para além dessas questões,
demonstrou-se também o contínuo entre o discurso político e a sua atuação na prática. Todo o
intento empreendido nesta pesquisa auxiliou na compreensão de como se tornou justificável a
construção do discurso a respeito da criança, sujeito de direitos, de sua conquista por cidadania
desde o evento da Constituição Federal de 1988. Diante dos entendimentos construídos,
revelado pelas ações acerca do que circulou oficialmente, foi possível trazer à tona o lugar da
criança pequena, entre o texto e o discurso, em confronto com o que foi-lhe oferecido em
matéria de atendimento educativo no Brasil.
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Liturgický rok a výuka křesťanské výchovy v mateřské škole. / Liturgical Year and Education of Christian Education at KindergartensČAPKOVÁ, Hana January 2008 (has links)
This work is focused on children at preschool age from these points of view: biology, psychology, sociology and pedagogy with the consideration to the evolution of child´s personality at kindergarten. The work results from the General Educational Program for Preschool Education at kindergartens which wants to extend and deepen single topics about the spiritual factors of the child. In practical part there are proposals of topics for the work with preschool children for three-year period. These topics relate to single periods of liturgical and calendar year. In the form of game the children are approaching to single periods during the school year by the help of symbols which are typical for each period.
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