Elsabe Steenberg's oeuvre, consisting among others of forty two stories in book format, has four target groups -- preschool children, young children, teenagers and adults. Her narrative work is so richly textured and contains such a depth of insight into the complexities of life that it should not only attract attention because of its topicality, but that it should also be exposed -- especially in a society searching for direction -- to as large a number of readers and researchers as possible. It is clear that all of her works represent a view of reality which, from an intertextual point of view, could be seen as being grounded in the ontological point of departure. The main focus of the present study is to investigate the representational procedes through which the ontological view is represented in four selected texts from the oeuvre. This is done in order to establish internal textual variants and constants. The four selected texts, in which tree symbolism manifests itself in various intertextual permutations, are: Die boom wat wou loop (for preschool children), Soek-soek op soek (for young children), Boom homer boomste (for teenagers) and Plek van die bruin geeste (for adults). The rest of the oeuvre, as well as Elsabe Steenberg's poetics, are referred to cursorily in order to establish a corroborating intertextual comparative base. The procedes representing the whole internal textual universe, from concrete object, • through the different but also complementary narrative elements, further to the overt representation and manifestation of the abstract theme and view of the narrative world, are all investigated. The four texts are first discussed independently by means of a structuralist-semiotic approach, after which the variants and constants are determined intertextually. The numerous aspects of the representational system of the view of reality in all four the intensively studied texts, as well as those in the rest of the oeuvre which are only touched on briefly, an point toward one fundamental factor as semiotic sign, namely: God is. Identity as an intertextual constant plays a very prominent role in the whole oeuvre. Consequently, the numerous ways in which the fundamental view of reality are represented, are thus also associated with God's identity or Being, for example, God is the Origin, God is the Giver of insight into the diversity, interrelatedness and meaning of reality, and God is the real regenerating Force. / Proefskrif (PhD (Afrikaans en Nederlands))--PU vir CHO, 1997.

Elsabe Steenberg's oeuvre, consisting among others of forty two stories in book format, has four target groups -- preschool children, young children, teenagers and adults. Her narrative work is so richly textured and contains such a depth of insight into the complexities of life that it should not only attract attention because of its topicality, but that it should also be exposed -- especially in a society searching for direction -- to as large a number of readers and researchers as possible. It is clear that all of her works represent a view of reality which, from an intertextual point of view, could be seen as being grounded in the ontological point of departure. The main focus of the present study is to investigate the representational procedes through which the ontological view is represented in four selected texts from the oeuvre. This is done in order to establish internal textual variants and constants. The four selected texts, in which tree symbolism manifests itself in various intertextual permutations, are: Die boom wat wou loop (for preschool children), Soek-soek op soek (for young children), Boom homer boomste (for teenagers) and Plek van die bruin geeste (for adults). The rest of the oeuvre, as well as Elsabe Steenberg's poetics, are referred to cursorily in order to establish a corroborating intertextual comparative base. The procedes representing the whole internal textual universe, from concrete object, • through the different but also complementary narrative elements, further to the overt representation and manifestation of the abstract theme and view of the narrative world, are all investigated. The four texts are first discussed independently by means of a structuralist-semiotic approach, after which the variants and constants are determined intertextually. The numerous aspects of the representational system of the view of reality in all four the intensively studied texts, as well as those in the rest of the oeuvre which are only touched on briefly, an point toward one fundamental factor as semiotic sign, namely: God is. Identity as an intertextual constant plays a very prominent role in the whole oeuvre. Consequently, the numerous ways in which the fundamental view of reality are represented, are thus also associated with God's identity or Being, for example, God is the Origin, God is the Giver of insight into the diversity, interrelatedness and meaning of reality, and God is the real regenerating Force. / Proefskrif (PhD (Afrikaans en Nederlands))--PU vir CHO, 1997.

The aim of this study was to describe and analyse nine pedagogues understandings and experiences of preschools work with early childhood interventions and special education for children in need of extra support in their social skills, from a special educational approach. Data was collected by qualitative interviews and the collected material was analysed with the phenomenological approach.The result was analysed through systems theory and three perspectives on special education. The major result showed that attachment is a concept that all respondents seemed to think were important in preschool and the foundation of every child's development. Attachment should permeate the entire preschool environment. The definition of social skills in children was for example requirements of various abilities where components such as turn-taking, consideration,communication and empathy where important. Interaction and collaboration was also important.The play of the children was a good activity and a good opportunity to train social skills, as playsituations clearly demonstrates the abilities required and the unique needs of each child. It was important that educators were present and even participating, in play by introducing, guiding,explaining and interpreting rules in playsituations. Special education is about a systematic approach by including time for teachers to reflect and adapting communication, relationships and indoorenvironments in preschools.

L'anémie de l'enfant reste un problème d'importance pour la santé mondiale, malgré les décennies de recherche visant à comprendre son étiologie et à développer des interventions efficaces pour réduire sa prévalence et ses conséquences. Bien que les facteurs de risque individuels de l'anémie soient connus, y compris les facteurs liés à la malnutrition et à la morbidité, l'interaction entre lesdits facteurs est moins documentée dans des contextes où les enfants sont fréquemment exposés à plusieurs facteurs en même temps. Cette étude vise à documenter les efforts de lutte contre l'anémie du programme MICAH qui a été mis en oeuvre au Ghana, au Malawi et en Tanzanie. Ensuite, en utilisant les données relatives à la fois au processus et à l'évaluation colligées au cours du programme, elle vise à mieux comprendre les facteurs de risque d'anémie chez les jeunes enfants dans ces contextes et à comprendre comment les relations entre ces facteurs peuvent avoir changé au fil du temps lors de l'intervention. Spécifiquement, cette étude vérifie s‘il y a des preuves d'une réduction de la vulnérabilité des enfants aux facteurs de risque associés à l'anémie dans chaque contexte. Un examen de la documentation a été réalisé afin de caractériser le contexte du programme et des interventions, leur l'intensité et étendue. Les données transversales sur la nutrition et l'état de santé des enfants âgés de 24 à 59 mois (N = 2405) obtenues en 2000 et 2004 à partir des enquêtes d'évaluation du programme MICAH au Ghana, au Malawi et en Tanzanie, ont été utilisées pour décrire la prévalence de l'anémie. Les modèles polynomiaux de régression logistique et linéaire ont été utilisés pour estimer les risques d'anémie légère et d'anémie modérée / sévère et les niveaux d‘hémoglobine associés à des groupes de variables. Les estimations du risque attribuable à une population (RAP) ont aussi été calculées. Une anémie (Hb <110 g/L) a touché au moins 60% des enfants dans les trois pays; l'anémie modérée / sévère (<100 g/L) constituait la majorité des cas. Une forte diminution de l'anémie a été observée entre 2000 et 2004 au Ghana, mais seulement une légère baisse au Malawi et en Tanzanie. Le risque d'anémie modérée / sévère était associé au retard de croissance chez les enfants du Ghana (OR 2,68, IC 95% 1,70-4,23) et du Malawi (OR 1,71; 1,29-2,27) mais pas de la Tanzanie (OR 1,29; 0,87- 1,92). Le paludisme et les maladies récentes étaient associées à une hémoglobine plus basse. Une atténuation de cette association en 2004 a été observée seulement au Malawi pour le paludisme et au Ghana pour les maladies récentes. Le risque d'anémie modérée / sévère était 44% moindre chez les enfants âgés de 48 à 59 mois comparativement aux enfants de 24 à 35 mois dans les trois pays et cela n'a pas changé entre 2000 et 2004. Les RAP estimés ont montré qu‘environ un cinquième des cas d‘anémie modérée à sévère était attribuable au retard de croissance au Ghana et Malawi, mais pas en Tanzanie. Des RAP moindres et dépendants des contextes ont été trouvés pour le paludisme et les maladies récentes. Dans ces zones d‘intervention intégrées de santé et de nutrition la relation de certains facteurs de risque à l'anémie se modifia avec le temps. Le retard de croissance est resté toutefois un facteur de risque indépendant et non mitigé de l'anémie. Une réduction efficace des causes de la malnutrition chronique est nécessaire afin de réduire la vulnérabilité des enfants et de garantir un impact maximum des programmes de lutte contre l'anémie. Une mitigation de l'impact du paludisme peut par contre être visée dans les régions endémiques. / Childhood anaemia remains a problem of global health importance, despite decades of research to understand its aetiology and develop effective interventions to reduce its prevalence and consequences. While the individual risk factors for anaemia in young children are known, including factors related to undernutrition and morbidity, much less is known about the interaction amongst these in contexts where children are frequently exposed to several at the same time. This study seeks to document the anaemia control efforts of the Micronutrient and Health (MICAH) program implemented in Ghana, Malawi and Tanzania and use both process and evaluation data collected during the program to better understand the risk factors for anaemia in young children in these contexts and how these risk relationships may have changed over time during the intervention. Specifically, this study tests whether there is evidence of a reduction in child vulnerability to the risk factors associated with anaemia in each context. A review of program documentation was conducted to characterize the program contexts and interventions, including estimates of intensity and reach. Cross-sectional data on the nutrition and health status of children 24-59 mo (N=2405) obtained in 2000 and 2004 from community-based program evaluation surveys in Ghana, Malawi and Tanzania, were used to describe the prevalence of anaemia. Multinomial logistic and linear regression models were used to estimate the risk of mild and moderate/severe anaemia and low haemoglobin, respectively, associated with groups of variables. Population attributable risk (PAR) estimates were also calculated. Anaemia (haemoglobin <110 g/L) affected at least 60% of children in all three countries; moderate/severe anaemia (<100 g/L) accounted for the majority of cases. A large decrease in anaemia was observed between 2000 and 2004 in Ghana, but only a small decrease in Malawi and Tanzania. The risk of moderate/severe anaemia was associated with stunting in children from Ghana (OR 2.68; 95% CI 1.70, 4.23) and Malawi (OR 1.71; 1.29, 2.27) but not Tanzania (OR 1.29; 0.87, 1.92). Malaria and recent illness was associated with lower Hb overall; attenuation of this association in 2004 was observed only in Malawi for malaria and Ghana for illness. Children 48-59 mo were at least 44% less likely than those 24-35 mo to have moderate/severe anaemia in all three countries and this did not change between 2000 and 2004. PAR estimates showed that roughly one fifth of moderate/severe anaemia cases were attributable to stunting in Ghana and Malawi but not Tanzania. Lower and context-variable PAR estimates were found for malaria and recent illness. Integrated health and nutrition interventions altered the relationship of some but not all risk factors for anaemia. Stunting remained an independent and non-buffered risk factor for anaemia. Effectively reducing the causes of chronic undernutrition is required in order to reduce child vulnerability and ensure maximum impact of anaemia control programs. Some buffering of malaria impact may be achieved in endemic settings.

The purpose of this study was to determine the effectiveness of Filial Therapy training in increasing teachers of deaf and hard of hearing preschool students': 1) empathic responsiveness with their students; 2) communication of acceptance to their students; 3) allowance of self-direction by their students. A second purpose was to determine the effectiveness of Filial Therapy training in reducing experimental group students': 1) overall behavior problems; 2) internalizing behaviors; and 3) externalizing behavior problems. Filial Therapy is a didactic/dynamic modality used by play therapists to train parents and teachers to be therapeutic agents with their children and students. Teachers are taught primary child-centered play therapy skills for use with their own students in weekly play sessions with their students. Teachers learn to create a special environment that enhances and strengthens the teacher-student emotional bond by means of which both teacher and child are assisted in personal growth and change. The experimental group (N=24) consisted of 12 teachers, who participated in 11 weekly Filial Therapy training sessions (22 total instructional hours) during the fall semester at the preschool of a center for communications disorders, and 12 students chosen by the teachers as their student of focus. Teachers and students met once a week during the training for 30 minute teacher student play sessions in a room specified for this purpose. The non-treatment comparison group received no training during the 11 weeks. Teacher participants completed two written instruments: the Child Behavior Checklist/Caregiver-Teacher Report Form and the Meadow-Kendall Social-Emotional Assessment Inventory for Deaf and Hearing Impaired Students. Teachers who received Filial Therapy training were videotaped during student teacher play sessions. The videotaped sessions were used for pretest and posttest evaluation for the Measurement of Empathy in Adult-Child Interaction. Analysis of covariance revealed the children in the experimental group significantly decreased overall behavior problems. Teachers in the experimental group increased communication of empathy with their students of focus, significantly increased their attitude of acceptance with their students, and significantly increased in their ability to allow the students appropriate self-direction. This study supports Filial Therapy as an effective method of training teachers of deaf and hard of hearing preschool children to be therapeutic agents of change with their students.

Human infants have been shown to have an innate capacity to acquire their mother tongue. In recent decades, the advent of the functional magnetic resonance imaging (fMRI) technique has made it feasible to explore the neural basis underlying language acquisition and processing in children, even in newborn infants (for reviews, see Kuhl & Rivera-Gaxiola, 2008; Kuhl, 2010) . Spontaneous low-frequency (< 0.1 Hz) fluctuations (LFFs) in the resting brain have been shown to be physiologically meaningful in the seminal study (Biswal et al., 1995) . Compared to task-based fMRI, resting-state fMRI (rs-fMRI) has some unique advantages in neuroimaging research, especially in obtaining data from pediatric and clinical populations. Moreover, it enables us to characterize the functional organization of the brain in a systematic manner in the absence of explicit tasks. Among brain systems, the language network has been well investigated by analyzing LFFs in the resting brain. This thesis attempts to investigate the functional connectivity within the language network in typically developing preschool children and the covariation of this connectivity with children’s language development by using the rs-fMRI technique. The first study (see Chapter 2.1; Xiao et al., 2016a) revealed connectivity differences in language-related regions between 5-year-olds and adults, and demonstrated distinct correlation patterns between functional connections within the language network and sentence comprehension performance in children. The results showed a left fronto-temporal connection for processing syntactically more complex sentences, suggesting that this connection is already in place at age 5 when it is needed for complex sentence comprehension, even though the whole functional network is still immature. In the second study (see Chapter 2.2; Xiao et al., 2016b), sentence comprehension performance and rs-fMRI data were obtained from a cohort of children at age 5 and a one-year follow-up. This study examined the changes in functional connectivity in the developing brain and their relation to the development of language abilities. The findings showed that the development of intrinsic functional connectivity in preschool children over the course of one year is clearly observable and individual differences in this development are related to the advancement in sentence comprehension ability with age. In summary, the present thesis provides new insights into the relationship between intrinsic functional connectivity in the brain and language processing, as well as between the changes in intrinsic functional connectivity and concurrent language development in preschool children. Moreover, it allows for a better understanding of the neural mechanisms underlying language processing and the advancement of language abilities in the developing brain.

This thesis deals with free and controlled play activities in preschool education in terms of teachers. It focuses primarily on the game preschool children playing children spend most of their time is their most important activities for the advancement of their entire personality. The theoretical part is focused on defining the concept of game play and substance of the relationship and the importance of play of preschool children. It is focused on free and controlled the game and activities, and their ratio to the game in terms of teachers. The practical part is focused on the importance of teachers in the free and controlled the game and activities for children in kindergarten through observation. During the observation is focused on the description of children's activities, actions and attitudes of teachers towards free and controlled the game and activities, and children. The result is to highlight the important role of free and controlled the game in the life of preschool age, and especially access to teachers and their role in the open and controlled by children playing. Key words: game, free game, controlled game, activities, teachers, preschool children, nursery school

The diploma thesis characterizes the institutions dealing with children with social and cultural disadvantages. Methods that have been used are structured interviews and data analysis. Implemented in four institutions dealing with children with social and cultural disadvantages and four teachers in kindergarten, where the children of the orphanage. Aim of this work was to determine, which institutions for children in distress occur preschool children, what reasons most often comes to the institution and the institution where most leaves. Detects changes, relating to the psychosocial needs of children, that occurred in a children's home in Dolních Pocernicích after 2002. Furthermore compares the differences between children from ordinary families and children from the orphanage attending the same kindergarten. Finally, work is understanding the institutions, that help children who have no such luck in life, such as children with loving parents.

The topic of the thesis is econaratology in conjunction with folk songs, which is subject to the laws of nature and forms a sort of mind set of the of nature life. Singing songs is an integral part of the narrative approach, narrative is complemented by tones and melodies for better memorization. The theoretical part defines the terms: narration, econaratology and folk song. I am interested in what place there the narrative approach in environmental education takes and what are its benefits. I allude to the use of narrative and folk songs as a means of education in practice. The aim of the thesis is based on research findings to determine the extent to which children are able to follow recordings of sound recording recognize and identify vocalizations of domestic or wild animals and industrial sounds of outside world. The research findings are utilized qualitative research, supplemented in some parts of quantitative research. Research tools are the individual interviews over the audio material, which I apply in preschool children. Keywords: narration, econaratology, folk song, nature sounds, folk traditions, research.

Diploma thesis "Psychomotricity in swimming education of preschool children" focuses on the use of psychomotor activities when teaching preschool children swimming. The theoretical part describes in detail, all according to available sources, the terms related to psychomotricity, development and swimming of a preschool child. The practical part of thesis focuses on the fact, whether it is beneficial and appropriate to apply psychomotor activities in swimming education. Further it strives to find out how big is the psychomotor awareness of Czech swimming instructors.