The purpose of this study was to investigate pre-schooler teachers interpretation and preception of building and construction in technology together with the children. The preschool curriculum states that preschoolers should stive for each child to ''develop their ability to build and construct using differnt techniques, materials and tools'' (Skolverket, 2016, p. 10). To meet answer this purpose, the follwing questions have been the starting point: How do educators interpret the curriculum goal regarding building and construction? And how can the goal be concretized in the activities of the educators? In order to answer the question, interviews have been held at two different preschools with six different legitimized preschool teachers. The results of these interviews show how the pre-schoolers teachers reflected what building and construction were in their activities and what individual preschool teachers perceive is building and construction, how they see their role in involvement in activities is building and construction and the approach to the curriculum goals. The result also takes up the pre-school teachers' thoughts on continuing education on technology in the preschool. / Syftet med denna studie är att undersöka förskollärares tolkning och uppfattning av att bygga och konsturera i teknik tillsammans med barngruppen. Förskolans läroplan skriver att verksamheten ska sträva efter varje barn ska '' utveckla sin förmåga att bygga och konstruera med hjälp av olika tekniker, material och redskap '' (Skolverket, 2016 s.10). För att nå detta syftet har följade frågeställningar varit utgångspunkten: Hur tolkar pedagogerna läroplansmålet rörande, bygg och konsturera? Och hur kan målet konkritiseras i verksamheten enligt pedagogerna? För att besvara frågeställningen har intervjuer skett på två olika förskolor med sex olika legitimerade förskollärare. Resultatet av dessa intervjuer visar hur förskollärarna refelkterar över vad bygg och konstruktion var i deras verksamhet och vad enskilda förskollärare upplever är bygg och konstruktion, hur förskollärarna ser på sin roll vid involveringen under aktiviteter vid bygg och konstruktion samt förhållningsättet till läroplanens mål. Resultatet tar även upp förskollärarnas tankar kring fortutbildning gällande teknik i verksamheten.

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No. of bitstreams: 1 favareto_iasa_me_prud.pdf: 764569 bytes, checksum: 66c3eacfcda5275803b14dcdca215a98 (MD5) Previous issue date: 2017-10-05 / A presente investigação, vinculada à Linha de Pesquisa Processos Formativos, Infância e Juventude, do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da UNESP, campus de Presidente Prudente, teve o objetivo geral de analisar as contribuições dos estudos de Hernández (1998) sobre os projetos de trabalho para a organização da prática pedagógica do professor da pré-escola. A pesquisa originou-se da inquietação sobre a tendência recorrente de os professores de pré-escola utilizarem o exemplo pedagógico do Ensino Fundamental como parâmetro de escolha para suas práticas pedagógicas. O problema da investigação se constituiu em questionar e responder como os projetos de trabalho poderiam oferecer elementos para o professor de pré-escola (re)pensar a (re)organização da sua prática pedagógica com o objetivo dela se tornar um espaço de construção do conhecimento que respeita as necessidades das crianças, desenvolve sua autonomia e o significado sobre o mundo em que vivem sem prescindir a concepção de criança sujeito e cidadão de direitos. Desse modo, o objeto do estudo centrou-se em refletir sobre a prática pedagógica do professor de pré-escola. O objetivo específico da pesquisa se desdobrou em: identificar princípios intrínsecos aos projetos de trabalho que contribuíssem para a prática pedagógica do professor de pré-escola, de modo a destacar o respeito à identidade própria dessa etapa educativa e, com isso, ressaltar a complexidade das experiências das crianças na pré-escola; repensar as vivências recorrentes nessa primeira etapa da educação que declinam a intenção de a pré-escola ser um espaço de descobertas e experiências com sentido e significado para a criança. A concepção de criança protagonista de seu desenvolvimento e aprendizagem que produz culturas nas diversas formas de interagir com o mundo iluminou o estudo, assim como a visão do professor como mediador e desafiador que proporciona aprendizagens que ressignificam os conhecimentos das crianças e a função da pré- escola como um espaço coletivo de aprendizagem e a compreensão de prática pedagógica como as ações, reflexões e as relações que ocorrem no espaço escolar. O corpus de análise foram os projetos de trabalho, segundo Hernández (1998). Para atingir os objetivos propostos, foram observados os princípios da pesquisa qualitativa e da pesquisa bibliográfica, para o procedimento de análise dos dados utilizamos a análise documental segundo Bardin (2010). Os resultados decorrentes da análise do referencial teórico investigado permitiram construir princípios concernentes à prática pedagógica do professor de pré-escola: a criança no centro das decisões sobre as práticas pedagógicas na pré-escola; a prática pedagógica pautada na aprendizagem coletiva e autonomia do professor; a avaliação do percurso da aprendizagem da criança como procedimento de acompanhamento e reflexão sobre as práticas pedagógicas. Diante das discussões tecidas nesse percurso de investigação, os princípios apresentados inserem a criança no centro do processo educativo e indicam algumas possibilidades que contribuem para a reflexão e reorganização das práticas pedagógicas pelo professor, de forma a favorecer a superação da maneira disciplinadora, mecânica e repetitiva em que se pautam os processos de ensino e aprendizagem na pré-escola, e a valorizar a identidade própria da pré-escola. Nesse sentido, considera-se a especificidade das práticas pedagógicas na pré-escola ressalta a necessidade de garantir uma experiência educativa que supere a concepção de ensino individualista e preparatório para a escola de Ensino Fundamental, reorientando as situações de aprendizagem e tornando a pré-escola um espaço de construção do conhecimento pela criança e não para ela, que respeita as suas necessidades e busca ampliar seus saberes, considerando-a sujeito participativo e crítico, que constrói sentido sobre o mundo em que vive. / The present research, linked to the Research Processes, Childhood and Youth Line of the Graduate Program in Education of the Faculty of Sciences and Technology of UNESP, Campus of Presidente Prudente, had the general objective of analyzing the contributions of the studies of Hernández (1998) on the work projects for the organization of the pedagogical practice of the preschool teacher. The research originated from the concern about the recurrent tendency of preschool teachers to use the pedagogical example of Elementary School as a parameter of choice for their pedagogical practices. The research problem consisted in questioning and responding how the work projects could offer elements for the preschool teacher (re) to think about the (re) organization of their pedagogical practice in order to become a space for the construction of knowledge which respects the needs of children, develops their autonomy and meaning over the world in which they live without dispensing with the conception of subject child and citizen rights. Thus, the object of the study focused on reflecting on the pedagogic practice of preschool teacher. The specific objective of the research were: to identify principles intrinsic to work projects that contributed to the pedagogical practice of the preschool teacher, in order to highlight the respect to the proper identity of this educational stage and, with that, to highlight the complexity of the children's experiences in preschool; to rethink the recurrent experiences in this first stage of education that decline the intention of the preschool to be a space of discoveries and experiences with meaning and meaning for the child. The conception of children as protagonists of their development and learning that produces cultures in the different ways of interacting with the world has illuminated the study, as well as the view of the teacher as mediator and challenger that provides learning that resignifices the knowledge of the children and the function of the pre- school as a collective space for learning and the understanding of pedagogical practice as the actions, reflections and relationships that occur in the school space. The corpus of analysis was the work projects, according to Hernández (1998). In order to reach the proposed objectives, the principles of qualitative research and bibliographical research were observed, for the data analysis procedure we used the documentary analysis according to Bardin (2010). The results of the analysis of the theoretical framework investigated allowed us to construct principles concerning the pedagogical practice of the preschool teacher: the child at the center of the decisions about the pedagogical practices in the preschool; pedagogical practice based on collective learning and teacher autonomy; the assessment of the child's learning path as a follow-up and reflection process on pedagogical practices. In view of the discussions in this research, the presented principles place the child at the center of the educational process and indicate some possibilities that contribute to the reflection and reorganization of pedagogical practices by the teacher, in order to favor the overcoming of the disciplinary, mechanical and repetitive way in which the processes of teaching and learning in the preschool are guided, and to value the proper identity of the preschool. In this sense, it is considered the specificity of pedagogical practices in preschool emphasizes the need to guarantee an educational experience that goes beyond the conception of individualistic and preparatory teaching for elementary school, reorienting learning situations and making preschool a space of construction of knowledge by the child and not for her, which respects her needs and seeks to broaden her knowledge, considering her participatory and critical subject, which builds meaning about the world in which she lives.

The purpose of this study is to investigate the relationship between the physical environment and children’s play and actions. We want to find out how the environment affects children’s behavior and whether it goes in harmony with the preschool teachers thoughts and educational purposes or not. Furthermore, the aim is to investigate how the children act in the environment and if and how objects affect children’s play and interaction in a certain direction. In order to do this, we observed children’s free play in two different rooms at a preschool on three different occasions. To document our observations we used field notes. We supplemented the observations with three interviews with professional preschool teachers. This was done in order to capture the preschool teacher’s views of the environment versus the children’s behavior in it. In our analysis of our empirical data, we used Bruno Latour’s actor network theory. This study is based on children's actions, but also on educators' perspectives. We want to point out that the purpose is not to show right or wrong, but rather to highlight the educational environment from different perspectives while focusing on inclusion and participation. The result indicates that the environment and materials affect children’s play to a greater extent than expected. The teacher’s communicated a clear educational idea about the “home room” in the interviews. While dressing gowns and roleplay had a central place in the “homeroom”, it was harder to identify an educational idea in the larger common room. On the other hand, the observations indicated that the building toys had a relatively high force of attraction with the children in the larger room.When it came to inclusion, the educators talked about inclusion based on the availability of different materials but also that the available material connects to children’s interests or not. Emphasis was also put on assistive devices to support children with special needs, such as linguistic difficulties.

Text in Afrikaans / The researcher is qualified as a pre-school teacher and experiences that pre-schoolers behave negatively at times. The researcher was exposed to playtherapy techniques in post-graduate studies . These techniques could be used by pre-school teachers to handle negative behavior. The question arises if pre-school teachers are already applying these techniques . This question is researched in this study by using research questionnaires . The study was done in and Tshwane. The dissertation consists of five chapters. In the first chapter the research proposal is discussed. The second chapter covers terms like play and playtherapy with reference to the pre-schooler . Chapter three looks at the pre-schooler, pre-school education and negative behavior. In chapter four the results of the research are presented and discussed. In the last chapter, chapter five, conclusions, recommendations, a general conclusion and a closing remark are made. / Social Work / M. Diac. (Play Theraphy)

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-23T13:09:26Z No. of bitstreams: 1 Adriana Aparecida Coan.pdf: 2656661 bytes, checksum: 7f522b140a7e6664228d2915854fdede (MD5) / Made available in DSpace on 2017-03-23T13:09:26Z (GMT). No. of bitstreams: 1 Adriana Aparecida Coan.pdf: 2656661 bytes, checksum: 7f522b140a7e6664228d2915854fdede (MD5) Previous issue date: 2017-03-16 / This research aims to reflect on the effectiveness of the instruments of planning and implementation of Pedagogical political project through the eyes and actions of the teacher, the initial training, in-service training and planning activities. The methodological path chosen contemplates the qualitative research, choosing the case study, and opting for a teacher like our subject of study. We use as documentary analysis procedures with all the documents used in the survey until here explained and semi-structured interview-with the testimony of a teacher, who is the subject of research. The subject was a teacher of a private and pre- school in São Paulo. As a result it was possible to understand the role of the teacher, to be active in day by day classroom and reflecting on their practice in the exchange between pairs. In the course of the study was clear conception of a re- signification childhood, children's education is no longer a place for assistance and turned into an educational space, bringing concerns relating to the process of development of children. In this new scenario the teacher is considered the mediator that aims, through a job, based on reflections and construction of your planning on the basis of the ideas brought by the pedagogical political plan and the school's education plan, articulate meaningful, contextualized learning that bring meaning and personal, social and cognitive development, critical and emancipatory perspective. In this way, the pedagogical practice can be viewed as a process of training, upgrading, reflectioning, contextualizing of teaching practice in school. Under the watchful eye and attentive listening to the best interests of the child, considering the historical protagonist and a subject of their learning. On several theoretical, ideological trends and best practices, it was observed that the teacher, accompanied by a coordinator and under the continuous training in service, by pairs, leading a linked to criticality and emancipation of their actions at school, straightforward consistency between theory and practice in its operations / Esta pesquisa tem por objetivo refletir sobre a eficácia dos instrumentos de planejamento e execução do Projeto Político Pedagógico através do olhar e da atuação do professor, sua formação inicial, formação em serviço e atuação no planejamento. O caminho metodológico escolhido contempla a pesquisa qualitativa, escolhendo o estudo de caso, e optando por uma professora experiente e bem sucedida como nosso sujeito de estudo. Utilizamos como procedimentos a análise documental com todos os documentos utilizados na pesquisa até aqui explicitados e entrevista semi-estruturada - com o depoimento da professora - sujeito da pesquisa. O sujeito pesquisado foi uma professora da Educação Infantil de uma escola particular de São Paulo. Como resultado, foi possível compreender o papel do professor como um ser atuante no dia a dia da sala de aula e que reflete sobre sua prática na troca entre seus pares. No decorrer do estudo ficou clara a concepção de infância ressignificada, a Educação Infantil deixou de ser um lugar de assistência e se transformou em um espaço educacional, trazendo preocupações referentes ao processo de desenvolvimento das crianças. Neste novo cenário, o professor é considerado o mediador que busca, por meio de um trabalho pautado nas reflexões e construção do seu planejamento com base nas concepções trazidas através do PPP e plano de ensino da escola, articular aprendizagens com sentido, contextualizadas que tragam significados e desenvolvimento pessoal, social e cognitivo, numa perspectiva crítica e emancipatória. Dessa forma, a prática pedagógica pode ser visualizada como um processo de formação, atualização, reflexão, contextualização da prática docente na escola com olhar e escuta para o interesse da criança, considerando-a um ser histórico, protagonista e sujeito da sua aprendizagem. Diante das diversas tendências teóricas, ideológicas e práticas diferenciadas, observou-se que a professora, acompanhada pela coordenação, e sob formação contínua em serviço, pelos pares, conduzam uma postura ligada a criticidade e emancipação de suas ações na escola, mantendo sempre a coerência entre a teoria e a prática na sua atuação docente

<p>This study highlights how pre-school teachers in a monocultural Swedish district looks at the concept of multiculturalism and what multiculturalism and /or intercultural approaches means in their pre-schools. The study takes its starting point in Johannes Lunneblads thesis "Förskolan och mångfalden" (2006) and Lpfö-98 (2006). The present study is a qualitative study in the form of interviews and the study have an intercultural and intentional perspective. The study shows that preschool teachers in the area perceive multicultural work as a compensatory education for children with non-European background. An analysis of the interviews on a deeper level shows that there is a broader understanding of multiculturalism that includes the class, sexuality and everyone of the children's "home culture”. About the pre-school teachers in this study can be said that there is an intercultural attitude in certain situations.</p>

<p>In this examination paper I’m using the qualitative method<em>: phenomenographic analysis</em> to present twenty educated and working pre-school teachers opinions about being outdoors in Swedish pre-school. The purpose is to describe the variation between different pre-school teachers’ opinions, not to focus on wrong or right.    The paper starts with a review over the opinions presented by the literature on the subject. After that I present the category system I’ve created based on the answers I’ve got from the interviews with the pre-school teachers. The category system have four main headlines: <em>Physical and psychological records of being outdoors</em>, <em>the</em> <em>outdoor environment</em>, <em>being outdoors </em>and<em> the outdoor environment in the Child’s perspective</em> and <em>being outdoors in the</em> <em>pedagogues perspective</em>.    In The ending chapter “Discussion/Analysis” I compare the literature with the pre-school teachers’ opinions and make the conclusions that good conditions for a qualitative time outdoors are: attending pedagogues manage to see possibilities in the outdoor environment, be conscious about what you are doing and why, never stress and have patience. Overall it doesn’t matter if you are indoors or outdoors you must always plan, have commitment and be full of happiness.</p> / <p>Genom den kvalitativa metoden fenomengrafisk analys redogör jag i det här examensarbetet för vad 20 utbildade förskollärare, som är verksamma på förskolor inom samma skolområde har för uppfattningar kring begreppet utevistelse. Syftet har varit att beskriva variationen i förskollärarnas uppfattningar, inte att visa på något som rätt eller fel.    Arbetet börjar med en genomgång av vad litteraturen har för olika uppfattningar kring utevistelsen på förskolan. Sedan har jag utifrån svaren jag fått av de intervjuade förskollärarna skapat ett kategorisystem med fyra rubriker som är genomgående genom hela arbetet. Dessa rubriker är: <em>Utevistelsens fysiska och psykiska förtjänster</em>, <em>utemiljön</em>, <em>utevistelsen och utemiljön i barnens perspektiv</em> och <em>pedagogen i utevistelsen</em>.    I det avslutande kapitlet ”Diskussion/analys” knyter jag an litteraturen till förskollärarnas svar i resultatet och drar slutsatser om vilka förutsättningarna för en bra utevistelse är. Främst krävs det närvarande pedagoger, pedagoger som kan se möjligheter i utemiljön, att vara medveten om varför man som pedagog agerar som man gör i olika situationer, att aldrig vara stressad och våga ha tålamod.  Övergripande kan jag se att det inte spelar någon roll om man är ute eller inne. Samma planering, engagemang och glädje ska alltid finnas som ledord hos pedagogerna.</p>

This study highlights how pre-school teachers in a monocultural Swedish district looks at the concept of multiculturalism and what multiculturalism and /or intercultural approaches means in their pre-schools. The study takes its starting point in Johannes Lunneblads thesis "Förskolan och mångfalden" (2006) and Lpfö-98 (2006). The present study is a qualitative study in the form of interviews and the study have an intercultural and intentional perspective. The study shows that preschool teachers in the area perceive multicultural work as a compensatory education for children with non-European background. An analysis of the interviews on a deeper level shows that there is a broader understanding of multiculturalism that includes the class, sexuality and everyone of the children's "home culture”. About the pre-school teachers in this study can be said that there is an intercultural attitude in certain situations.

Syftet med denna studie är att bidra med en ökad förståelse för hur genus kan påverka barnets identitetsskapande. Studiens forskningsfråga är: hur kan genus påverka barnets identitetsskapande? I litteraturgenomgången belyses studiens forskningsfråga utifrån olika aspekter, såsom vilka förväntningar det finns på flickor och pojkar, språkets betydelse för barnets identitetsskapande och hur genus och identitet skapas. Studiens problemprecisering är: hur beskriver barnskötare och förskollärare verbalt att deras genusperspektiv kan påverka barnets identitetsskapande? För att besvara studiens problemprecisering har två barnskötare och fyra förskollärare intervjuats utifrån en kvalitativ intervjuform. Analysprocessen utgår från den fenomenografiska forskningsansatsen, då studien fokuserar på att urskilja variation i uppfattningarna om studiens problemprecisering. Resultatet urskiljer barnskötares och förskollärares uppfattningar om studiens fenomen utifrån olika betydelsefulla aspekter som tillsammans besvarar studiens problemprecisering. Resultatet visar att barnskötare och förskollärare strävar efter att bemöta barnet som individ men att barnets könstillhörighet avgör för hur det blir bemött som flicka eller pojke går att urskilja som en avgörande aspekt för hur barnet skapar sin identitet. / The purpose of this study is to contribute to a better understanding of how gender can affect the child's identity. The study's research question is: how can gender affect the child's identity? The literature review investigates the research question from different aspects, such as what expectations there are for girls and boys, the importance of language for the child’s identity and how gender and identity is created. The study's problem specification is: how describe nanny and preschool teacher verbally that their gender perspective can affect the child's identity? To address the research question two teaching assistants’ and four preschool teachers were interviewed using a qualitative interview form. The analysis process uses a phenomenographic research approach, which focus on identifying variation in perceptions of the research question. The study investigates the perception of child minders and preschool teacher on a number of important aspects, each of which acts as an important factor in fully answering the research question. From the results it is possible to discern that teaching assistants’ and preschool teachers’ do attempt to treat each child as an individual. It is also clear that a child's sex determines how it will be treated, and that this can be identified as a crucial aspect of how the child creates its own identity.

Purpose: The current thesis assignment aims to explain, understand and follow the strategies the young children employ into a conception of numbers. This thesis is based on a study performed by Doverborg and Pramling Samuelson. The following research questions serve to refine the stated goal: How mathematical thinking regarding conception of numbers occurs within younger children and which strategies they use? How is the interaction between the teacher and the younger children? Method: The study is organized as a qualitative study and was conducted in a pre-school with a group of four children. The children that have participated within my study are between two and three years old. They were filmed in four exercises. Then the films were transcribed. The method used is an analytic approach intentional analysis which allows studying the children´s strategies according to the established questions and also it makes it possible to follow how they think regarding mathematics. Conclusion: My study group shows in the final results that they in their strategies made use of one or more principles in their conception of numbers. / Syfte: Bidra till en bättre förståelse för små barns tänkande kring matematik. Jag utgår ifrån Doverborg och Pramling Samuelsons studie som behandlar antalsuppfattning i matematik hos de yngsta barnen. Följande frågeställningar syftar har undersökts: Hur sker de yngsta barnens matematiska tänkande omkring antalsuppfattning och vilka strategier de använder sig av? Hur sker samspelet mellan pedagogen och de yngre barnen? Metod: Studien är upplagd som en kvalitativ studie och genomfördes i en förskola med en grupp på fyra barn. De barn som har deltagit i min studie är mellan två och tre år gamla. De filmades i fyra övningar varefter filmsekvenserna transkriberades. Metoden som använts är en analytisk metod intentionell analys som gör det möjligt att studera barnens strategier i enlighet med fastställda frågor och även gör det möjligt att följa hur de tänker om matematik. Slutsats: Min undersökningsgrupp visar i slutresultatet att de i sina strategier använde sig av en eller flera principer i antalsuppfattning, nämligen principen om ett till ett korespondens, principen om den stabila ordningen, kardinalprincipen, och principen om godtycklig ordning. Barnen kan också urskilja grupper av två eller tre föremål, det vill säga subitizing.