Since independence in 1962, the education system in Uganda has comprised four levels under the control of the Ministry of Education and Sports, namely, the pre-school, primary education, post-primary education and higher education. In 1986, the National Resistance Movement formed a series of commissions to investigate the functioning of the Ministry of Education and Sports. Subsequently, the Education Policy Review Commission was established and made the recommendation to universalise primary education. In 1996, the President announced free education for all with the main components including the provision of free education for a maximum of four children per family, and the removal of school fees in primary schools from grades one to seven. The main goal was to provide for the minimum necessary facilities and resources to enable all Ugandan children of school-going age to enter and remain in school until the primary cycle is completed. However, the implementation of Universal Primary Education in Uganda has been met with various challenges. The current planning and organising framework does not support its implementation with communication and coordination challenges cited as most problematic. This study focuses on proposing a planning and organising framework that will address the issues regarding policy implementation, coordination and communication. Specifically, the study will focus on: <ul> a) describing the internal and external environment within which Universal Primary Education in Uganda is implemented; b) exploring the planning and organising challenges hindering the implementation of Universal Primary Education in Uganda; and c) proposing a comprehensive planning and organising framework to support the implementation of Universal Primary Education in Uganda. </ul> The study employs a qualitative approach and data is collected through the use of an extensive literature review supported by qualitative interviewing of key role-players employed by the Ministry of Education and Sports in Uganda. International best practices are used to determine the planning and organising requirements for successful implementation. The study proposes the establishment of a Department of Primary Education responsible for ensuring the appropriate involvement of all role-players in the planning and organising functions. The establishment of such a department will ensure that monitoring and evaluation, accountability of finances and effective communication are achieved. By placing emphasis on the planning and organising requirements for implementation, the aim of providing free education to all Ugandan children might be achieved. Copyright / Dissertation (MAdmin)--University of Pretoria, 2010. / School of Public Management and Administration (SPMA) / unrestricted

The north and north-western quadrants of Pretoria have been identified as requiring attention for rejuvenation. The framework looks at “connectivity through activity” and the site ties into the creative industries, heritage route and pedestrian walkway proposed for the area. It is realised that in this day and age the ideal is often impossible to achieve. Paradoxically too it is often in the more densely populated areas, where land values are highest that there is the greatest need for ample space for children, whose probable home is a cramped flat, with no garden in which to run about and play freely. With the proposal to increase housing in the framework for Pretoria's city and, in a bid to densify the urban centre, comes the added responsibility to accommodate the youngest generations of city dwellers. It is with this in mind that the design proposal looks at the creation of a pre-primary school and public playground connected to a pedestrianised inter-block walkway. A new revolutionary approach to educational buildings has to be investigated in terms of “learning through play” by “extending the field of play” and incorporating design techniques of both architecture and landscape architecture to create a holistic design precedent that will stimulate young minds. AFRIKAANS : Die Noorde en Noord-Westelike kwadrante van Pretoria word ge-identifiseer as wat aandag vir verjonging vereis. Die raamwerk kyk na "konnektiwiteit deur aktiwiteit" en die terreine bind die skeppende nywerhede, erfenis roete en voetganger paadjie [voorgestel vir die gebied] va. Daar word besef dat deesdae die ideale dikwels onmoontlik word om te bereik. Ook is dit dikwels in die meer digbevolkte gebiede, waar die grond waarde die hoogste is, dat daar 'n nodigheid vir genoeg ruimte vir kinders word. Hierdie kinders se waarskynlike huise is 'n beknopte woonstel met geen tuine om in rond te loop of te speel nie. Met die voorstelling om behuising in die raamwerk vir Pretoria se stad te vermeerder en om die stedelike sentrum digtheid te verhoog, kom ekstra verantwoordelikheid om die jongste generasies van die stede te akkommodeer. Met hierdie gedagte moet die ontwerp voorstelling na die skepping van 'n pre-primere skool kyk. Ook moet daar 'n openbare speelgrond gekoppel aan 'n voetgangers interblok loopvlak wees. 'n Nuwe revolusionêre benadering tot opvoedkundige geboue moet ondersoek word in terme van "leer deur te speel" deur "uitbreiding die veld van speel" en die integrasie van ontwerp tegnieke van beide argitektuur en landskap argitektuur om 'n holistiese ontwerp presedent te skep sodat die jong gees gestimuleer sal word. / Dissertation (MArch(Prof))--University of Pretoria, 2011. / Architecture / unrestricted

Interactive play in the Early Years Foundation Stage (EYFS) provides crucial opportunities for young children to develop a range of skills which are important for social development. Play Bank provides structured opportunities based on ‘Resilient Peer Treatment’ (Fantuzzo et al. 1996; 2005) for children to engage in peer-mediated play sessions, and has been found to increase the play interaction of shy and withdrawn preschool children in an initial small-scale study by the current author. This research seeks to extend the evidence base for Play Bank in UK schools by examining perceptions of change in young children’s peer interaction and social competence, as well as school staff’s views of the facilitators and barriers to carrying out the intervention. One primary school was identified within the researcher’s current Local Authority and five target children were identified on the basis of teacher observations and EYFS profile scores. The views of 18 peers, two teaching staff and five parents were sought. A multiple embedded case study design was employed, using mixed methods of data collection at three time intervals. The quantitative methods comprised teacher and parent measures of children’s play-based social competence, whole class sociometric nominations and structured observations of children’s free play. Qualitative data were gathered in a semi structured group interview with the two teaching staff. Quantitative data were summarised using descriptive statistics and qualitative data were transcribed and a thematic analysis applied. The findings indicated that children who participated in Play Bank sessions displayed increased peer interaction and play-based social competence over the course of time. The study extends understanding regarding implementation issues for Play Bank and provides further evidence for the effects of Play Bank on young children’s peer interaction and social competence.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-04-18T12:25:42Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert ALSM BC 27.11.2015.pdf: 1228269 bytes, checksum: 7f394fc3f8e5356e291eb7623627f94e (MD5) / Made available in DSpace on 2016-04-18T12:25:42Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissert ALSM BC 27.11.2015.pdf: 1228269 bytes, checksum: 7f394fc3f8e5356e291eb7623627f94e (MD5) Previous issue date: 2015-02-10 / A compreensão de um texto envolve um conjunto de habilidades, a principal delas permeia todo o processo de construção do significado de um texto e sua efetiva compreensão e está na capacidade de elaborar inferências. Nesta pesquisa, buscou-se investigar como a compreensão acontece em sujeitos muito jovens e que ainda não sabem ler convencionalmente. Como base teórica desse estudo, adotou-se o Modelo de Construção-Integração proposto por Kintsch, em que as inferências têm lugar de destaque na compreensão de textos. Sendo assim, o presente estudo teve por principal objetivo investigar, por meio de diferentes recursos metodológicos, se as crianças da educação infantil estabeleciam inferências de diferentes tipos (causais, de estado e de previsão) enquanto ouviam um texto (metodologia on-line), no caso, uma história. Além disso, checou-se a compreensão global do texto através de tarefas realizadas após a leitura (metodologia off-line). Participaram desse estudo 60 crianças de 4 a 6 anos de idade, de classe média baixa, matriculadas em uma escola pública da Região Metropolitana do Recife. Foram divididos dois grupos de crianças (Grupo 1, composto por sujeitos da Educação Infantil 2, com idade entre 4 e 5 anos, e Grupo 2, crianças da Educação Infantil 3, com idade entre 5 e 6 anos). Cada criança foi entrevistada individualmente em duas sessões. A sessão 1 envolvia as tarefas 1 e 2. A tarefa 1 consistia na leitura interrompida de um texto narrativo pela pesquisadora dividido em partes, mediante as quais iam sendo feitas perguntas inferenciais (causais, de estado e de previsão). As respostas dadas nesta tarefa foram analisadas por dois juízes independentes, sendo classificadas nas seguintes categorias: Categoria I (não responde); Categoria II (incoerente e/ou improvável); e Categoria III (coerente e/ ou provável). Imediatamente após a audição da história, a Tarefa 2 foi aplicada, solicitando que a criança desse o tema da história ouvida. As respostas das crianças foram analisadas pelos mesmos juízes, de acordo com a seguinte classificação: T1 (não responde), T 2 (inapropriado), T 3 (apropriado/ vago), T4 (apropriado/ preciso). No dia seguinte, foi realizada a sessão 2, que dizia respeito à Tarefa 3, em que a criança era solicitada a recontar a historia ouvida no dia anterior. As reproduções elaboradas pelas crianças foram analisadas pelos dois juízes independentes de acordo com as seguintes categorias: R1 (reproduções desconectadas), R 2 (pouco fieis à historia original), R 3 (limitam-se a eventos de alguns blocos), R4 (reproduções globais), R5 (reproduções completas). De modo geral, comparações entre os diferentes tipos de inferências (causais, de estado e de previsão) mostraram que o tipo de pergunta realizada não influenciou o desempenho das crianças, uma vez que nos três tipos de inferências investigados e nos dois grupos de crianças houve maior frequência de respostas da categoria III. Verificou-se que a idade e o ano escolar não tiveram influência no desempenho das crianças. Considerando o desempenho nos dois grupos na elaboração dos temas para a história ouvida, a concentração de respostas esteve no tipo de tema T3 (apropriado/ vago), não se verificando diferenças entre os grupos para esta tarefa. Observou-se ainda uma grande dificuldade por parte das crianças de ambos os grupos na tarefa de reprodução oral da história. Contudo, as crianças do Grupo 2 demonstraram mais habilidade ao reproduzir do que as do Grupo 1. Uma comparação entre as tarefas demonstrou que as crianças da Educação Infantil tinham mais facilidade para propor um tema adequado e responder perguntas inferenciais do que reproduzir a história oralmente. O cruzamento dos dados de desempenho das crianças na Tarefa 1 com a Tarefa 2 revelou que responder perguntas inferenciais e elaborar tema da história parecem estar relacionadas, pois os participantes que tiveram melhor desempenho na Tarefa 1 também o tiveram em relação à Tarefa 2. Entre as tarefas 1 e 3, observou-se que houve alguma relação entre as duas habilidades, porém não se pode dizer que seja uma relação consistente devido a grande dificuldade na Tarefa 3 por parte dos participantes em geral. Entre as tarefas 2 e 3 não foi verificada relação entre as duas habilidades (indicação do tema e reprodução da história). Conclui-se que as crianças da Educação Infantil demonstraram certa compreensão de textos e que esta compreensão varia de uma tarefa para outra, não sendo uma habilidade que se manifeste igualmente em todas as situações de compreensão que são solicitadas a realizar. / Reading comprehension involves a set of abilities; the main one of these – the ability to elaborate inferences – permeates the whole process of constructing a text’s meaning, leading to effective comprehension. In this research we sought to investigate how comprehension happens in very young subjects that do not yet know how to read conventionally. As the theoretical basis of this study we adopted the Construction-Integration Model proposed by Kintsch, in which inferences play a crucial role in reading comprehension. Thus, the main objective of this present study was to investigate, using different methodological resources, whether pre-school children establish different types of inferences (causal, state, and predictive) while listening to a text (on-line methodology), specifically a story. Furthermore, we checked global comprehension of the text through tasks carried out after reading (off-line methodology). The subjects of the study were 60 lower middle-class children aged 4 to 6 enrolled in a public school in the greater Recife area. They were divided into two groups: Group 1, made up of subjects in pre-kindergarten, aged 4 to 5, and Group 2, of kids in kindergarten, aged 5 to 6. Each child was interviewed individually in two sessions. Session 1 involved tasks 1 and 2. Task 1 consisted of an interrupted reading, out loud by the researcher, of a narrative text divided into parts. At each break, inferential questions (causal, state, and predictive) were made. The answers given on these tasks were analyzed by two independent judges, and classified in the following categories: Category I (no answer); Category II (incoherent and/or improbable); and Category III (coherent and/or probable). Immediately after the reading of the story, Task 2 was applied, in which the children were asked to state the theme of the story they heard. The children’s answers were analyzed by the same judges, according to the following classification: T1 (no answer), T2 (inappropriate), T3 (appropriate but vague), T4 (appropriate and precise). On the following day, Session 2 took place, during which the children did Task 3, in which they were asked to retell the story they had heard the previous day. The reproductions the children elaborated were analyzed by the two independent judges, according to the following categories: R1 (unconnected reproductions), R2 (not very faithful to the original story), R3 (limited to the events of certain parts of the story), R4 (global reproductions), R5 (complete reproductions). Generally speaking, comparisons among the different types of inferences (causal, state, and predictive) showed that the type of question asked did not influence the children’s performance, since in all three types of inferences that were investigated and in both groups of children there was a preponderance of Category III answers. We observed that neither age nor grade in school influenced the children’s performance. Considering the performance of both groups on elaborating the themes of the story heard, most answers were of the T3 type (appropriate but vague). No difference between the two groups was found on this task. We observed, furthermore, great difficulty on the part of children in both groups with the task of orally reproducing the story. However, the children in Group 2 demonstrated a greater ability in this task than those in Group 1. A comparison between the tasks demonstrated that the pre-school children found it easier to propose an adequate theme and answer inferential questions than to reproduce the story orally. Cross-referencing the data on the children’s performance on Task 1 with that of Task 2 revealed that answering inferential questions and elaborating the theme of the story seem to be related, since the subjects who had the best performance on Task 1 also had the best on Task 2. Between Tasks 1 and 3, we observed that there was some relation between the two abilities, but we cannot say it is a consistent relation due to the great difficulty most subjects had with Task 3. Between Tasks 2 and 3, we found no relation between the two abilities (indicating the theme and reproducing the story). We conclude that the pre-school children demonstrated some reading comprehension, which varies from task to task, not being a skill which manifests equally in all comprehension situations they are asked to perform.

There are increased ‘calls to reconnect humanity with the biosphere’ to respond to the current environmental crisis. The formative potential of nature experiences for individual’s development of connectedness with nature therefore requires attention. Specifically, connecting children with nature through nature experiences could be a leverage point for sustainable development. This thesis explores the temporal dimension of nature experiences, i.e. nature routines, for young children from a socialecological systems perspective. The views of experienced pedagogues in Swedish outdoors preschools are addressed. The results show that affective connectedness with nature develops in four general phases: being comfortable in nature, enjoy being in nature, caring for nature and oneness with nature, while experiential and cognitive connectedness with nature develop gradually. There is a progression in the pedagogically designed nature routines during the time at the preschool, as pedagogues facilitate relevant learning situations in nature to support the on-going development of children’s connectedness with nature. Nature routines are understood as generating enculturation on how to be and behave in nature. Furthermore, pedagogues’ functional classification of nature places highlights the pedagogical values of varying natural environments and biotopes near the preschool. Implications for urban planning could therefore be investigated further. Future research could also address the relevance of nature routines and the phases of affective connectedness with nature for other age groups.

No description available.

This research entails an ethnographic study of a community that has a culture of poverty. The aim of this research was to identify personal and environmental assets that could be used to enrich pre-school learning within a culture of poverty. These assets included anything that could be used for pre-school learning, observations, field notes, interviews, photographs and artefacts were used to study the community while participating as a member of the community. Numerous assets were identified. Seven main themes were derived from a collective summary of data. The main themes were: children, culture, man-made products, the natural environment, local institutions and citizens’ associations, crafts and caretakers. The themes were expanded into categories and sub-categories. Each sub-category is discussed as an asset in the light of various activities the asset can be used for, the skills and the learning outcomes practiced by these activities. Using these assets as stated by the Revised National Curriculum, all the learning outcomes for the Foundation Phase were covered. Literature that relates to the theme of this research study is incorporated to verify the results from this study. The results of this research study suggest that this particular community is rich with potential, opportunities and material to enrich the pre-school learning of children. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2004. / Educational Psychology / unrestricted

Siffror och tal är något som finns runt om oss i samhället. Barn stöter på siffror och tal i hemmet och förskolan på olika sätt, medvetet eller omedvetet. I förskolan är matematik ett ämne som cirkulerar aktivt i dagens verksamheter. Vår studie syftar till att undersöka fem förskollärares synsätt på hur siffror och tal kan uttryckas i verksamhetens miljö och förskollärarnas uppfattningar om arbetssätt gentemot de matematiska läroplansmålen. Med hjälp av semistrukturerade intervjuer och deltagande observationer har vi samlat en empiri som är mångsidig och bred för att belysa ett relativt outforskat forskningsområde. Få studier har forskat om hur konkreta, siffror och tal kan uttryckas i förskolan utifrån ett läroplansteoretiskt samt sociokulturell teori. Våran studie innefattar dessa teorier som utgångspunkt kopplat till forskningsfrågorna i de två olika delstudierna. Studiens diskussion och resultat visade att siffror och tal är en kategori inom matematiken som synliggörs i olika uppfattningar och arbetssätt på de olika förskolorna. Förskollärarna hade en liknande uppfattning av siffror och tal och att dessa behöver implementeras redan i tidig ålder i barnens undervisning. Resultatet visade även att förskollärarnas roll var av vikt för att främja barns utveckling för att vidare kunna bygga upp en förståelse för konkreta siffror och tal.

El presente estudio relaciona la inteligencia emocional y el burnout en una muestra de 294 docentes de género femenino de educación inicial en Ayacucho, de 23 a 65 años (Medad = 40). Se utilizó la Escala de Inteligencia Emocional (WLEIS) y el Cuestionario de Burnout del Profesorado Revisado (CBP-R). Los resultados reportaron que existen correlaciones negativas entre el burnout y el uso (rnúcleo del burnout = -.38; rfalta de realización = -.33; p < .01), regulación (rnúcleo del burnout = -.28; rfalta de realización= -.26; p < .01), valoración de las propias emociones (rburnout nucleus = -.25 rfalta de realización = -.21; p < .01). Por otro parte, al comparar la inteligencia emocional y el burnout con la situación laboral, se determinó que las docentes nombradas se sienten realizadas (U= 8328, z = -2.35, p = .02, RP=.42), usan sus propias emociones (U = 8417, z = -2.23, p = .03, RP= .42) y valoran sus emociones (U = 8330.50, z = -2.35, p = .02, RP= .42), a diferencia de las contratadas. En relación con los estudios de segunda especialidad y diplomados, las docentes que poseen dicha formación usan sus propias emociones (U = 8615, z = -2.33, p = .02, RP= .42), a diferencia de aquellas que no cuentan con dichos estudios. Finalmente, las maestras con auxiliar en el aula usan las propias emociones (U = 7942, z = -3.33, p = .00, RP= .39), valoran sus emociones (U = 8870.5, z = -2.01, p = .04, RP= .43) y se sienten realizadas (U = 8686, z = -2.27, p = .02, RP= .42) a diferencia de aquellas que no cuentan con auxiliar. / This research relates emotional intelligence and burnout in a sample of 294 female teachers of initial education in Ayacucho, aged 23 to 65 (Medad = 40). The Emotional Intelligence Scale (WLEIS) and the Revised Teacher Burnout Questionnaire (CBP-R) were used. The results reported negative correlations between burnout and use (rburnout nucleus = -.38; rlack of realization = -.33; p < .01), regulation (rburnout nucleus = -.28; rlack of realization = -.26; p < .01), valuation of one's own emotions (rburnout nucleus = -.25 rlack of realization = -.21; p < .01). On the other hand, when comparing the emotional intelligence and the burnout with the employment situation, it was determined that the appointed teachers feel fulfilled (U= 8328, z = -2.35, p = .02, RP= .42), use their own emotions (U = 8417, z = -2.23, p = .03, RP= .42), and value their emotions (U = 8330.50, z = - 2.35, p = .02, RP= .42), unlike the hired ones. In relation to second-degree and graduate studies, masters who have such training use their own emotions (U = 8615, z = -2.33, p = .02, RP= .42), unlike those who do not have such studies. Finally, teachers with classroom assistant use their own emotions (U = 7942, z = -3.33, p = .00, RP= .39), and value their emotions (U = 8870.5, z =-2.01, p = .04, RP= .43) and feel fulfilled (U = 8686, z = -2.27, p = .02, RP= .42) contrary to those who do not have that support. / Tesis

Syfte med studien är att få kunskap om vad estetiska lärprocesser bidrar till i förskolan. Metoden i studien antar en kvalitativ ansats i vilken förskollärare från fyra olika förskolor bidrar med sina uppfattningar i digitalt genomförda personliga intervjuer. Resultatet har analyserats utifrån teorin Design för lärande. De estetiska lärprocesserna beskrivs i studiens resultat som kommunikativa verktyg som inkluderar både verbalt språk och multimodala uttryckssätt. All verksamhet i förskolan, även en estetisk lärprocess, gynnas enligt förskollärarna av att sättas i sitt sammanhang samt att kopplas till en social kontext. Lärande inom en trygg och lustfylld miljö kan få barnen att känna sig bekräftade, få självförtroende och skapa sin egen identitet. Resultatet indikerar att estetiska inslag i förskolans verksamhet kan ge barn möjlighet att få vara den de är och uttrycka sig på sitt eget individuella sätt utifrån likvärdiga förutsättningar. Ett inkluderande synsätt i undervisningen möjliggörs genom möten och kommunikation med olika människor vilket estetiska lärprocesser främjar. Estetiska lärprocesser kan på sikt skapa trygga ramar och en röd tråd för barnen. Det är ingen färdig metod men de estetiska lärprocsserna kan förmodas fungera som en källa till inspiration inom förebyggande interkulturellt arbete i förskolans verksamhet. Undervisning inom estetiska lärprocesser förutsätter nämligen engagerade förskollärare som i samspel med barnen gör dem delaktiga både i styrda och spontana sammanhang under hela dagen då lustfylld, inkluderande och pedagogisk verksamhet pågår. Didaktiska implikationer visar att barn i förskolan behöver genuint engagerade och närvarande förskollärare som aktivt interagerar med barnen. / The purpose of the study is to get knowledge of what aesthetical processes in learning can contribute to within pre-school platform. The method in the study has a quality approach in which pre-school teachers from four different pre-schools contribute with their opinions in digitally implemented personal interviews. The result has been analyzed by the theory of Design for learning. The aesthetical processes in learning are in the result of the study described as communicative tools including both verbal as well as  multimodal expressions. All activities in pre-school, also an aesthetical process in learning, benefits according to the pre-school teachers by being put in a context as well as in social connections. Learning within a secure and pleasurable environment can enable the children being seen, to give them confidence and allow them to find their own identity. The result indicates that aesthetical elements in pre-school surroundings can give children a chance to be who they are as well as express themselves in their own individual way fromout equal conditions. An including approach in the way of teaching is being enabled through meetings and communication beetween different people, and by using aesthetical processes those meetings come naturally. Lomgterm, aesthetical processes in learning, can create secure frameworks and a red thread for the children. It is not a complete method but the aesthetical processes in learning supposedly can function as a source of inspiration when it comes to a preventive intercultural work in pre-schools. Teaching, using aesthetical processes in learning, actually requires dedicated pre-school teachers who are interacting with the children, making them involved in controlled as well as in more spontanous situations throughout the whole day while joyful. including and pedagogical activities take place. Didactical implications show that children in pre-school need genuinelly dedicated and attendant pre-school teachers who actively interact with the children.