This present study examined the relationship among behavioural regulation, early language development and early mathematics skills. Participants were 111 children ranging in age from 4 to 5 years attending kindergarten participating in the Pre-primary Education Voucher Scheme in Hong Kong. Behavioural regulation was assessed directly with the Head-to-Toe task which requires the children to perform the opposite of the instructed command. Receptive and expressive language ability, and mathematics skills will be assessed by the Pre-primary and Primary Chinese Literacy Scale (PPCLS) Test A, a verbal fluency test, and a mathematics competency test respectively. There was a positive correlation between behavioural regulation ability and background variables such as age, father’s education level and prior years of early childhood education. Significant correlations between behavioural regulation and early receptive and expressive language and mathematics skills were also demonstrated. / published_or_final_version / Education / Master / Master of Education

In the essay, the balance between being an educator and a mother of a child with autism is explored in respect to how the roles might influence the actions of a pre-school teacher. Writing is used as a method of reflection, it gives the teacher a chance to take a step back and view her practical experiences from a novel perspective; conclusions are recounted throughout the teachers narrative. The essay is based on the following questions; which problems might arise in the meeting with parents such as Adams where there is a suspicion of autism for the child? Which advantages/disadvantages might the teacher’s personal experience of autism have for the role as educator? How would the dual roles as educator and mother of an autistic child best be balanced in the future? The essay highlights special educational and parent perspectives on the matter of autism. Professor of pedagogy Claes Nilholm, specializes in special needs education. Nilholm discusses the existence of compensatory and critical perspectives on autism in the classroom, which are presented in the essay as a problematic dichotomy which the teacher must navigate. Based on the work performed by psychologist Lennart Lindqvist the teacher presents her own experiences of being a mother of a child with autism and how it affects her role as educator. From the reflective process the teacher concluded that personal experience from children with autism might be of advantage in the educational environment but has distinct disadvantages when communicating with parents. Aristoteles three forms of knowledge episteme, techne and fronesis were used to further highlight the difficulties when dealing with parents of children with suspected autism. Especially the concept of fronesis was discussed in relation to the teacher’s narrative as an influencing factor. Fronesis, the wisdom to act correctly in a given situation, was concluded be of advantage in the role as educator. When meeting parents of children with suspected autism the teachers unprocessed feeling on the matter may become a disadvantage. The aim of the essay was to deepen the knowledge of the teachers own experiences in order to better utilize them in the role as an educator.

The purpose with this study is to investigate what information that has reach the pedagogues according to the work towards a “poison free” pre-school. The study will also investigate the pedagogue’s opinion about how the marginalization is affecting the quality and educational work caused by the removal of dangerous plastic toys that are harmful to the environment. The marginalization of dangerous plastic toys from the pre-school can lead to unwanted consequences to the quality of the pre-schools The study will be written from a pragmatical perspective, which according to Kroksmark (2011) are about that the pedagogues are supposed to adjust the environment to the children’s needs. Are the children’s needs affected by the removal of plastic toys? My choice of method is therefore interviews with the pedagogues to get answers to my questions. The study’s choice of interview method is semi structured interviews and is set up so that the responder can speak freely about any given theme and make it possible for me to ask follow up questions. This method is adapted to gain a big amount of information and to get so close to my questions as possible. The result shows that the pedagogues have gained good information about the unhealthy chemicals and been able to pass this forward to the caregivers. The effect towards a pre-school free from unhealthy substances shows that some of the responders thinks that especially one of the genders are affected by removal of dangerous toys.

The purpose of my study is to investigate teacher’s perceptions of their mission in the preschool class, and how they work to promote children’s written language development. What methods and working methods they use to awaken curiosity and motivate children to read and write. I am using the qualitative research method to get answers to my questions. I have made four qualitative interviews with four teachers in preschool classes from different schools. My questions are: What conceptions does teachers have about their mission in a preschool class? What different methods and approaches does teachers use to stimulate and wake children’s curiosity for reading and writing development? The theoretical basis for my study is the socio-cultural perspective, where learning occurs in interaction. Reading and writing arises from a social-cultural perspective in which social relationships with adults and other children affect the children’s reading and writing. The results of the interviews showed that teachers use different methods to promote children’s literacy development. Teachers whom I have interviewed agree that the social interaction, play and reading aloud are important elements in children's learning and development. Teachers’ perceptions were different on how much to work with development. The reason may be is that the preschool did not have clear objectives for the teachers to work after.

This study is aimed at finding out how nursery and pre-school teachers carry out their obligation to report suspected child abuse, and their views on the issue. The study was alsoa imed at highlighting any difficulties teachers might have when dealing with children who arem istreated. In addition, the study examines the impact on teachers and children when thet eachers decide to either report or not report abuse. The main issues addressed by this study are:   Are pre-school and nursery teachers aware of their duty to report suspected child abuse and what are their opinions regarding this duty? How do the teachers claim they behave if obliged to report and what difficulties dothey encounter? In order to find the answer to these questions, qualitative interviews were made with eight pre-school teachers. The empirical evidence has been put in relation to theories of action and communication as well as to previous research in the area that concerns children who are mistreated. The study demonstrates the complexities that the duty to report child abuse creates and how the ambivalence that arises can inhibit a teacher’s actions. Fear of the consequences, regardless of whether the report is made or not, ultimately lead to paralysis, something which the conclusion also shows. Some of the conclusions drawn are that the support to teachers must improve in terms of better co-operation between pre-schools and social services. Moretime should also be set aside for training and for discussions with colleagues. The duty toreport suspected child abuse needs to be addressed in a way that makes it less daunting in order to encourage more teachers to do so. Apprehension regarding the possible consequences that would arise from reporting child abuse should not deter a teacher from helping a  vulnerable child.

Syftet med studien är att undersöka hur de interpersonella relationerna i arbetslagen på förskolan påverkas av yrkesgruppernas skilda utbildningsnivåer och deras olika ansvars­uppgifter, vilka specificerats i förskolans läroplan (Skolverket 2010). Jag har genomfört intervjuer med fem barnskötare och fem förskollärare. Deras utsagor har analyserats utifrån ett maktperspektiv med utgångspunkt i Michel Foucaults diskursteori. Utsagorna har också analyserats från ett interpersonellt, och ett intersektionellt perspektiv. Resultatet visar att utsagorna i yrkesgrupperna liknar varandra, och att det finns uttryck för makt mer eller mindre uttalat mellan yrkesgrupperna. Både förskollärare och barnskötare använder värderande termer när de talar om sin egen, och andra yrkesgruppen. Studien har också visat att arbetet i arbetslag är viktigt och att arbetslaget har en stark position i förskolan. Relationerna mellan pedagogerna verkar vara en viktigare fråga än skillnader i de anställdas didaktiska färdigheter. / The purpose of this study is to examine how interpersonal relationships in preschool teams affected by occupational groups different levels of education, and their respective responsibilities as specified in the Swedish pre-school curriculum (Skolverket 2010). I have done interviews with five nursery assistants and five preschool teachers. Their statements were then analyzed from the perspective of power by Michel Foucault's discourse theory. The statements have also been examined from an interpersonal and an intersectional perspective. The result shows that the statements within each occupational category are similar. There are expressions of power, more or less pronounced between the occupational groups. Both preschool teachers and nursery assistants expressed themselves with evaluative terms when they spoke of their own and the other professional group. The study has also shown that the work of the team is important, and that it has a strong position in pre-school. The relationship between the teachers seems to be a more important issue than differences in the employees’ didactic skills.

The object of this master research – social and psychopedagogical peculiarities of pre-school age children’s unsuccessful upbringing. The basis of research is Vilnius kindergarten “Pasakaitė”. The scientific problem is based on conditions and motion of pre-school age children’s unsuccessful upbringing. There were applied these methods of research: analytical generalization of social, psychological and pedagogical literature on the chosen theme; individual, selected conversations with parents and educators; inter-psychological method; pedagogical consultation – the method “Reevihiation Counsaling” by Harvey Jekins; observation of children’s behavior; mathematical and graphic edition of collected material. Analysing the object of research there was made analytic review of Lithuanian and foreign scientific literature, close to the subject of this master work. There were exposed concrete conditions of children’s upbringing in family and disclosed such capacities and specific features of upbringing as: parents from reserched families don’t have a discussion solving the problems of children’s upbringing; they often don’t come to the common conclusions on children’s behavior, don’t reconcile and don’t change consecutive actions of their children; reproach them for their characteristic features; seeking the right behavior of children, punish them too often and don’t chose the methods, applying which it could be possible to change their behavior; there is such an attitude in these... [to full text]

The aim of the research is: to definite the standpoint’s towards a Mentor peculiarities in pre – school educational institutions. The statistic research was carried out. Through the help of questionnaires the need of wardship of pedagogues, who start their work, and students – trainees was cleared up and the situation of its satisfaction in pre – school educational institutions too. The standpoint towards a mentor in pre – school institutions of pedagogues, who start their work, students – trainees, educators and the head of institution was cleared up as well. The research has shown, that pedagogues, who start their work, and students – trainees meet quite much difficulties during the first year of their work or practice. Students – trainees and pedagogues, who start their work, lack detailed help, so it is necessary for them to get such help. It was established, that the situation of the wardship of pedagogues, who start their work, and students – trainees is not good in pre – school educational institutions. The wardship for pedagogues, who start their work, is not organized in pre – school institutions. The majority of pedagogues – beginners are let take care of themselves. The mentor’s work in institutions is often carried out by educators, who are partners in a pair, and rarely is fulfilled by director’s assistant for education. However, the wardship, they render, is not sufficient, especially we can tell that about pedagogues, who start their work. It was established... [to full text]

Darbe remiamasi sisteminio požiūrio teorija, kuri padeda parodyti, nagrinėti, atskleisti ir įsivertinti ikimokyklinio ugdymo mokyklos vertinimo sritis ir jų visumą. Susiduriama su moksline problema, išreikšta vienu iš darbe nagrinėjamų klausim�� - kaip atlikti valdymo kokybės, veiklos pasiekimų sisteminį įsivertinimą, siekiant ikimokyklinio ugdymo mokyklos „Ežerėlis“ valdymo tobulinimo? Darbe keliamas tikslas - atlikti ikimokyklinio ugdymo mokyklos „Ežerėlis“ valdymo įsivertinimo analizę. Taikyti metodai: mokslinės literatūros analizė, dokumentų turinio analizė, anketinė apklausa. Parengtas vadovo vadybinės veiklos ir ikimokyklinio ugdymo mokyklos veiklos rezultatyvumo vertinimo modelis yra adaptyvus mokyklos vadovų vadybinės veiklos vertinimo kriterijams ir ikimokyklinio ugdymo mokyklos vidaus audito metodikai, adekvatus mokyklos veiklos pobūdžiui ir atitinka esamas vidines ir išorines aplinkybes. Modelio 4 sritys, 20 kriterijų, 64 rodikliai ir 198 iliustracijos sudaro ikimokyklinio ugdymo mokyklos „Ežerėlis“ valdymo įsivertinimo sistemą. Atliktas įsivertinimo tyrimas pagal vertinimo modelį padėjo pagrįsti vadovo ir ikimokyklinio ugdymo mokyklos „Ežerėlis“ veiklos faktus pagal keturis vertinimo lygius, nustatyti vadovo ir ikimokyklinio ugdymo mokyklos „Ežerėlis“ valdymo atitiktį vadovo kvalifikacijos kategorijai. / The work is based upon systematic attitude theory which assists in showing, analysing and disclosing as well as evaluating the pre-school education school's areas of evaluation and their totality. Scientific problem is encountered, it is expressed in one of the matters analysed in the work - how to perform systematic self-assessment of management quality and achievements in seeking to improve management of pre-school education school "Ezerelis". Aim of the work is to perform analysis of management self-assessment of pre-school education school "Ezerelis". Methods applied: analysis of scientific literature, analysis of document contents, questioning survey. The performance result assessment pattern, prepared for managerial activity and pre-school education school is adaptive as school management's activities evaluation criteria and pre-school education school internal audit methods, adequate to school activities character and is in line with existing internal and external circumstances. 4 areas, 20 criteria, 64 indices and 198 illustrations of the model make management self-assessment system of prie-school education school "Ezerelis". The self-assessment research according to assessment model assisted in basing the facts of activities of pre-school education school "Ezerelis" and its manager in accordance to four evaluation levels and finding adequacy of pre-school education school "Ezerelis" and its manager with his/her qualification category.

Magistro darbe analizuojami Šiaulių ikimokyklinio ugdymo įstaigos “Žibutė” veiklos kokybės ypatumai, veiklos efektyvinimo galimybės. Konceptualioje dalyje nagrinėjama pagrindiniai švietimo reformos siekiai, principai, ugdymo įstaigų vadybos raida, aiškinamasi kokybės samprata, veiklos kompleksinio vertinimo sistema ir ugdymo įstaigų vidaus audito metodikos diegimo ypatumai. Tiriamojo darbo dalyje pateikiama ikimokyklinio ugdymo mokyklos “Žibutė” PEST, SSGG analizės, apibendrinama įstaigos visuminė veikla. Išanalizuota anketinė ugdymo paslaugų vartotojų apklausa, kurios tikslas – sužinoti švietimo paslaugų vartotojų nuomonę apie ikimokyklinio ugdymo mokyklos “Žibutė” teikiamų paslaugų: vaikų ugdymo(si) ir priežiūros kokybę. Atlikta įstaigos “Plačiojo” audito analizė, pateiktos išvados. Vadovaujantis įstaigos veiklą reglamentuojančiais dokumentais, analizuota pagrindinių įstaigos veiklos sričių darbo kokybė. Magistro darbo metu buvo naudojami tokie metodai: mokslinės literatūros analizė, metaanalizė, ikimokyklinio ugdymo įstaigų veiklą reglamentuojančių teisės aktų, įstaigos vidaus dokumentų analizė, ikimokyklinio ugdymo mokyklos vidaus audito metodikos taikymo galimybės pagal pagrindines šešias įstaigos veiklos sritis. Vadovaujantis gautais rezultatais, pateiktomis išvadomis, pasitvirtina darbo pradžioje iškelta mokslinė hipotezė, jog vertinant ugdymo įstaigų veiklą, keičiasi dėmesio centras – nuo domėjimosi vien rezultatais pereinama prie domėjimosi procesu... [toliau žr. visą tekstą] / The Master’s degree thesis analyses the peculiarities of activity quality of Siauliai pre-school educational institution “Zibute” as well as possibilities of the quality improvement. The conceptual part investigates the main aims and principles of educational reform, management of educational institutions, explains the conception of quality, the system of complex activity evaluation and peculiarities of internal audit methods instilling in educational institutions. The investigative part presents PEST, SSGG analyses of pre-school educational institution “Zibute” and summarises the company’s total activity. The questionnaire survey of educational service users was made, the aim of which was to find out the educational service users’ opinion about the services rendered by the pre-school educational institution “Zibute”: the quality of children upbringing and care. The “Paciolis” audit analysis was performed and conclusions were given. Basing on the documents regulating the company’s activity the work quality of the main activity spheres was analysed. The following methods were employed for the Master’s degree thesis: scientific literature analysis, metaanalysis, analysis of the legal acts regulating the activity of pre-school educational institutions, analysis of the company’s internal documents, internal audit methods application possibilities in pre-school educational institution according to the six main spheres of the company’s activity. The findings of the research and... [to full text]