This thesis deals with the personal and social development of preschool teachers as one of the possibilities for their further education. The theoretical part describes the current available types of professional competencies of current preschool teachers and focuses on their professional development through personal and social education (PSE). The aim of the empirical part is to create, implement and reflect short-term practical training for kindergarten teachers in selected topics of personal and social education through a form of action research. Selected topics (issue of rules in kindergarten, communication and mental hygiene) came from a questionnaire of interest in education issues of PSE. The aim of the course is skills training and improving of professional competence of teachers in selected areas through self-experience activities. Also the course leads teachers to think about appropriate solutions of problematic educational situations through joint discussion, sharing of professional experiences, reflection and self-reflection of teachers. The secondary purpose is to show the topics from the view of teachers' working with children and to link them with key competencies for preschool education, educational areas and expected outcomes of the national curriculum Framework Educational Program...

The subject of this thesis is to describe the approach of the state and the non-profit sector to education of Romani children in Eastern Slovakia. The theoretical part is focused on the approach of state, from pre-school through elementary school. The second chapter is devoted to the concept of social disadvantages and definitions of children coming from this type of environment. It clarifies known concepts such as zero class, preparatory class, teacher assistant and a full-day educational system, related to primary education and pupils from socially disadvantaged environment. The practical part is specifically dedicated to a single non-profit organization working in eastern Slovakia, ETP Slovakia - Center for Sustainable Development, with a description of the organization and their projects. Qualitative research was conducted using semi-structured interviews. The aim of this thesis is to describe the activities of five staff members of the NGO ETP Slovakia, their preferred styles of work with children and to find out if they themselves see the benefits of non-profit organizations within the village Velka Ida. This thesis should be helpful for workers in the field of education of Roma and socially disadvantaged children, helping them to become familiar with the concepts and principles associated...

The diploma thesis is focused on the development of natural science literacy of pre-school age children and pupils of younger school age. The aim of this thesis is didactic processing of materials which will enable teachers/lecturers/parents to develop natural science literacy of children, without themselves having to have education in chemistry for correct understanding of the experiment, and thanks to which, at the same time, they could pass on the correct information to children in such way that prevents from the occurrence of natural science misconceptions to a maximum possible extent. The theoretical part of the thesis is devoted to child ontogenesis in pre-school and early school age, which is subsequently reflected in the creation of materials for development of natural science literacy of this target age category of children. The theoretical work includes also the characterisation of the term natural science literacy as a possible tool for increasing interest in the study of natural sciences. It states the expected positives, but also possible negatives, especially in the form of resulting misconceptions which can be associated to the introduction of natural science education for younger children. In the subsequent part, an analysis of syllabus of natural science-focused subjects at...

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-17T13:05:21Z No. of bitstreams: 1 Adriana Beatriz de Oliveira.pdf: 2129072 bytes, checksum: d4513c4cf21913260c22e8a89975062a (MD5) / Made available in DSpace on 2017-08-17T13:05:21Z (GMT). No. of bitstreams: 1 Adriana Beatriz de Oliveira.pdf: 2129072 bytes, checksum: d4513c4cf21913260c22e8a89975062a (MD5) Previous issue date: 2017-07-06 / Ação Pedagógica e Avaliação, sob orientação da profa. dra. Laurizete Ferragut Passos The aim of this research was to analyze the possibilities and limits of a collaborative work developed in the implementation process of the Integrative Curriculum of the Childhood from the Municipal System of São Paulo, through narratives of an Early Childhood Education teachers group in partnership with one teacher of the Fundamental Education, from which we sought the articulation between the EMEI and the EMEF in order to give visibility to the Curricular proposal. The group movements during the reflection about their own practices and the local requests emerged as issues for the teaching work. The research had as formulated question: How the reflective movements derived from formative meetings with an Early Childhood Education teachers group contribute with their practices in the implementation process of the Integrative Curriculum of the Childhood from the Municipal System of São Paulo? The theoretical background was based on the National Curricular Guidelines for the Basic Education (MEC, 2013), the Integrative Curriculum of the Childhood of São Paulo (SÃO PAULO, 2015) and the teacher formation in the collaborative work perspective. To deal with this theme authors as Gatti and Barreto (2009), Imbernón (2009), Freire (1996 apud SAUL, 2015), Passos (2016), amog others, were used and allowed the reflection about possible ways which facilitated the understanding of the research problem. The research proposal focused on the Action Special Project (PEA) which takes place in the collective hours of the EMEI where the research was developed. The data were collected during the period of the year 2015 to 2016 using the prose analysis (ANDRÉ, 1983) and the inputs of authors such as Triviños (1987) and Creswell (2010) which helped to expand the scope of data interpretation. The analysis is organized in categories: Dialog between the EMEI and the EMEF and the Mathematics teaching; Articulation of the Integrative Curriculum, and The Collaborative Group composition and the new teaching and trainer apprenticeships. The results revealed the collaborative work as an efficient strategy for the reflection and improvement of the teacher practice since it contributes to the construction of a path that includes the main local requests, giving visibility to the prescribed and the performed Curriculum, through negotiations between the process participants who started to investigate their own actions, thus becoming a community of practice. This research contributes to a new culture of continuous training in the school context, bringing a new meaning for the teaching and the trainer work avoiding the centralization of the formation process and stimulates the valorization of the teacher knowledge, based on its doubts and incertainties, as the fundament of a transformation and reflection process. This process can only be changed if the subjects involved change their disposition in order to learn and to leave the discourse and adopt a thought practice, and also to change from an isolation culture to a collaborative work / O objetivo desta pesquisa foi analisar as possibilidades e os limites de um trabalho colaborativo que se desenvolveu no processo de implementação do Currículo Integrador da Infância Paulistana da Rede Municipal de São Paulo, por meio das narrativas de um grupo de professoras da Educação Infantil em parceria com uma professora do Ensino Fundamental e em que se buscou a articulação da EMEI com a EMEF para dar visibilidade à proposta Curricular. Os movimentos do grupo durante o processo de reflexão da própria prática e das demandas locais emergiram como problemáticas para o trabalho docente. A pesquisa teve como questão formulada: Como os movimentos reflexivos, decorrentes dos encontros formativos com um grupo de professoras da Educação Infantil, contribuem com a prática destas professoras no processo de implementação do Currículo Integrador da Infância Paulistana da Rede Municipal de Educação de São Paulo? O embasamento teórico utilizado baseou-se nas Diretrizes Curriculares Nacionais da Educação Básica (MEC, 2013), o Currículo Integrador da Infância Paulistana (SÃO PAULO, 2015) e a formação do professor na perspectiva do trabalho colaborativo. Para essa temática, autores como Gatti e Barreto (2009), Imbernón (2009), Freire (1996 apud SAUL, 2015), Passos (2016) e outros, permitiram refletir sobre possíveis caminhos que viabilizaram a compreensão da problemática colocada nesta pesquisa. A proposta de pesquisa incidiu sobre o Projeto Especial de Ação (PEA) que ocorre nos horários coletivos da EMEI, contexto desta pesquisa. Os dados foram coletados nos anos de 2015 e 2016, utilizando a análise de prosa (ANDRÉ, 1983) e aportes de autores como Triviños (1987) e Creswell (2010) que permitiram ampliar o escopo de interpretação dos dados. A análise está organizada em três categorias: Diálogo da EMEI com a EMEF e o ensino da Matemática; Articulação do Currículo Integrador, e A constituição do grupo colaborativo e as novas aprendizagens da docência e do formador. Os resultados revelaram que o trabalho colaborativo se constitui em uma estratégia eficaz de reflexão e aprimoramento da prática docente ao contribuir com os sujeitos participantes na construção de um caminho que considere as principais demandas locais, dando maior visibilidade e compreensão entre o Currículo prescrito e o praticado, por meio das negociações entre as participantes do processo que passaram a investigar as próprias ações se constituindo em uma comunidade de prática. Esta pesquisa traz contribuições para uma nova cultura em formação continuada no contexto escolar, de modo a ressignificar a docência e o trabalho do formador por se comprometer com a superação de uma formação docente centralizada, mas que faz das dúvidas e incertezas a base para a investigação e valorização do conhecimento docente como fundamento para o processo de reflexão e transformação. Um processo que só poderá ser alterado se os sujeitos envolvidos alterarem sua disposição para aprender e movimentar-se na direção de sair do discurso para uma prática pensada e de uma cultura de isolamento para um trabalho colaborativo

DIPLOMA THESIS SUMMARY This thesis is aimed at reciprocal relationships between parents, the state and the nursery school. The key focal point of this research is a pre-school child and his needs as these are what the aforementioned institutions mainly concern themselves with. The theoretical part scrutinises the institutions. It explains their functions and examines their mutual relationships with the pre-schooler's needs in view. It characterizes the contemporary family and their current expectations. The diploma deals with provision of pre-school education by, the state as well as establishement and financing of nursery schools. It outlines historical development of the nursery school as an institution and reviews characteristics of a pre-school child. It also looks at various need assessment frameworks. The empirical part of the thesis is based on various hypotheses, some of which were aimed at awareness and review of the pre-school child's needs from the point of view of the teachers and the parents and some which were focused on satisfying the needs by the nursery school with respect to the child's individuality. The thesis discusses whether the regulations around pre-school education are in compliance with the needs of the children comparing obtained analytical data with the current situation in...

The main topic of this diploma thesis is project called Pre-school aesthetic education "PAE", which is tought at Elementary Art School. In theoretical part are generally explained terms aesthetic, aesthetic education and their brief history, current possibilities of aesthetic education in selected Elementary Art Schools and characteristic of PAE project. Research part focus on acquisition of the project in education at Elementary Art Schools, effectiveness in the selection of artistic field in pre-school age and at least suitability of including this project into the School Education Program of other Elementary Art Schools. For the research were used empirical methods (observations, questionnaire, interviews). Overall results of research are based on comparison and evaluation of the answers from all respondent categories. These results show positive evaluation of PAE, which suitably fills the pre-school period of children with meaningful activities, which are connected with comprehensive development of personality. Extensive appendix brings closer view to the work of children in PAE classes. It contains scanned pictures, newspaper articles and patterns of questionnaires. This work is designed for all teachers, who are interested in unique projects, which are related to education of pre- school...

Abstract In this study I examine how the parents describe the child's starting school as an ecological transition from pre-school to school growth environments. This concept is based on Bronfenbrenner's ecological theory. In terms of time-frames starting school is understood as a transition process which begins in the pre-school year, continues during the first school year and includes changes in the child's growth environment as well as in the child's role. The data derives from interviews with 21 parents of children from diverse educational contexts and the journals and interviews of parents from an additional three families. In this study, a child's growth environment changed during the transition process from a child-centred, play- and learning environment to a goal-oriented learning and teaching environment directed by the teacher; from a social growth environment to a more individual working environment; and from a preparatory working culture (directed towards school-attendance) to an educative working culture aimed at citizenship. The child's role changed in the process from that of a pre-schooler to a school beginner, to a school child. This study brings in the school beginner's role. The transition process was most flexible for pre-schoolers from the combined class, secure and multi-phased for pre-schoolers from the pre-school and school co-operation unit. For the Montessori child the transition was natural and quick, for pre-schoolers from the day-care unit, it was longest and most problematic. In conclusion, my research suggests that, although our school system aims to be equal for all, this is not the reality during the pre-school and school starting phases. However, by the end of the first school year all the children in this study had adjusted to the school context. They had fulfilled the criteria and expectations set for the role of the school child: such as becoming an academic learner; a performer of tasks, an object of evaluation; a responsible, concerned and well-behaved pupil, and a school companion. In summary, the school working-culture had a powerful homogenizing effect, adjusting the child to the school and to the role of school child. / Tiivistelmä Tutkimuksessa lähestyn lapsen koulunaloittamista ekologisena siirtymänä esiopetuksen kasvuympäristöstä perusopetuksen kasvuympäristöön ja tarkastelen millaiseksi vanhemmat kuvaavat tämän siirtymän. Koulunaloittaminen ekologisena siirtymänä perustuu Bronfenbrennerin ekologiseen teoriaan. Ajallisesti koulunaloittaminen ymmärretään siirtymäprosessina, joka alkaa esiopetusvuotena ja jatkuu ensimmäisen kouluvuoden aikana. Siirtymäprosessi sisältää lapsen kasvuympäristön ja lapsen roolin muutoksen. Erityisesti tarkastelen millaiseksi 21 oululaista vanhempaa kuvaavat kasvuympäristön kulttuurisen muutoksen esikoulun toimintakulttuurista koulun toimintakulttuuriksi ja lapsen roolin muutoksen esikoululaisesta koululaiseksi. Tutkimus on lähestymistavaltaan ekologinen, ja tarkastelun kohteena ovat arkielämän kontekstissa tapahtuvat yksilön ja kasvuympäristön vastavuoroiset vuorovaikutus- ja muutosprosessit. Koulunaloittaminen siirtymäprosessina on lapsen ja kasvuympäristön keskinäinen muutos- ja sopeutumisprosessi. Kasvuympäristön kulttuurisen muutoksen tarkastelu muodostaa tutkimukseni taustan ja lähtökohdan. Roolimuutosta tutkin kunnallisen päiväkodin, esi- ja alkuopetuksen yhteistoimintayksikön, montessoripainotteisen päiväkodin ja esi- ja alkuopetuksen yhdysluokan esiopetuskontekstissa sekä koulukontekstissa. Tutkimusaineisto koostuu 13 perheen vanhempien haastatteluista ja kolmen perheen vanhempien kirjoittamista päiväkirjadokumenteista ja heidän haastatteluistaan. Vanhempien mukaan lapsen kasvuympäristö muuttui esikoulusta kouluun siirryttäessä lapsikeskeisestä, leikki- ja oppimisympäristöstä opettajajohtoiseksi, tavoitteelliseksi oppimis- ja opetusympäristöksi, sosiaalisesta kasvuympäristöstä enemmän yksin työskentely -ympäristöksi ja kouluun valmentavasta toimintakulttuurista kansalaiskasvatuksen toimintakulttuuriksi. Tämän muutoksen rinnalla vastaavasti lapsen rooli muuttui prosessinluonteisesti esikoululaisesta koulunaloittajaksi ja koululaiseksi. Koulunaloittajan roolin löytyminen oli yksi tutkimukseni päätulos. Roolimuutos kaikkinensa oli vähäisin esi- ja alkuopetuksen yhdysluokan esikoululaisilla, jotka olivat harjoitelleet koululaisen roolia koulukontekstissa jo esiopetusvuoden aikana. Suurin ja jyrkin roolimuutos oli kunnallisesta päiväkodista sekä montessoripainotteisesta päiväkodista siirtyneillä esikoululaisilla, joille koulukonteksti ja koululaisen rooli olivat etukäteen vieraita. Yksilöllinen ja vaihteleva roolimuutos oli esi- ja alkuopetuksen yhteistoimintayksiköstä siirtyneillä esikoululaisilla, jotka olivat etukäteen tutustuneet koulun sosiaaliseen ja akateemiseen ympäristöön. Kouluun siirtyminen lapsen ja kasvuympäristön keskinäisenä muutos- ja sopeutumisprosessina oli joustavin, helpoin ja yksilöllisin esi- ja alkuopetuksen yhdysluokan esikoululaisilla, turvallinen ja monivaiheinen esi- ja alkuopetuksen yhteistoimintayksikön esikoululaisilla, luonteva ja nopea montessorilapsella ja pitkäkestoisin ja ongelmallisin päiväkodin esikoululaisilla. Tulosten johtopäätöksenä voidaan todeta, että vaikka koulutusjärjestelmämme pyrkii olemaan kaikille yhdenvertainen, se ei ole sitä esiopetus- ja koulunaloitusvaiheessa. Kuitenkin ensimmäisen kouluvuoden päättyessä kaikki tutkimuksen lapset olivat sopeutuneet koulukontekstiin ja täyttivät koululaisen roolille asetetut kriteerit ja odotukset akateemisena oppijana, tehtävien suorittajana, arvioitavana, vastuullisena, huolehtivana ja hyvin käyttäytyvänä koulunkävijänä ja koulukaverina. Koulun toimintakulttuurilla oli vahva sopeuttava ja yhdenmukaistava merkitys lapsen kouluun sopeutumisessa ja koululaiseksi kasvussa.

The thesis deals with a topical and at the same time controversial isssue in the pre- shool education - the very early foreign language learning. The aim of the thesis is to outline the conditions of English language learning in pre-school facilities in the Czech Republic (more precisely in Prague) and analyse and compare selected methods used for teaching English. The thesis consists of the theoretical and the practical part. The theoretical part focuses on early language learning in the Czech and European context, on curriculum conditions and teachers' qualification in the Czech Republic and on the individual particularities of a pre-school child in relation to the early language acquisition. The summary will offer various opinions and results of researches in the field of early foreing language learning in the pre-school age. The aim of the practical part is to compare two methods for teaching English and survey the present conditions of English learning in selected pre-school facilities in Prague. The research will focus on the methods and their evaluation, on the pre-school facilities' experience with teaching English and on the contributions and disputable questions rising from the early English language learning from the point of view of the directors, parents and and speacialist in the...

TITLE: Approach to Diagnostics of School Readiness in the Three European Countries AUTHOR: Anna Kubíčková DEPARTMENT: Department of Special Education SUPERVISOR: PhDr. Lenka Felcmanová, Ph.D. ABSTRACT: This thesis compares approaches to school readiness diagnostics in the Czech Republic, the United Kingdom of Great Britain and Northern Ireland and Austria. It explains the theoretical concept of school readiness, presents the possible consequences of inadequate readiness of a child enrolling in the first year of primary school, and gives examples of diagnostic materials used to evaluate school maturity and child readiness in the Czech Republic and abroad. This work describes the specifics of pre-school and early primary education, the processes of a child's entry into primary education and explains the involvement of educational authorities in the diagnostics of school readiness in the three studied countries. In practice, it compares the approaches to school readiness diagnostics and the entry of children into primary education through the testimonies of teachers and experts from these three countries. This thesis also deals with the different procedures for forwarding documents containing information on children's development from pre-school educational institutions to primary schools, the diversity of...

Diploma thesis: Beliefs of actors in relation to preschool education at local level Author: Bc. Petra Kaplanová Abstract The aim of this thesis is to explore and compare beliefs of actors in relation with preschool education at local level and determine how they influence policy of preschool education. Used methodology is a combination of qualitative and quantitative methods. The most significant used theory is a system of beliefs from Paul A. Sabatiera which is a part of theory of avocational coalitions. Four different beliefs were revealed. The first belief called "pro alternatives" did not show deep core beliefs of actors. However, it was obvious that these actors sympathize with alternative education principles. Second belief "traditional collective" is based on conviction that children should have the same conditions for the beginning of their lives. The state education is the best what is for children offered. In the third belief "not interested" are actors convicted not to participate in any level of politics. They believe it can cause either trouble or it will not have any effects. The last belief "traditional individualistic" is characterized with a belief that state form of education is the best what can be provided to children. On contrary with belief "traditional collective" these actors are...