The aim of this study is to provide knowledge about how preschoolers discuss about carbon dioxide bubbles and its buoyancy. To answer the study´s questions, three focus groups with a total of twelve children and six group interviews with a total of eight children, have been used as a method. In the implementation of the focus groups and the group interviews, the experiment dancing raisins was used. The experiment was used as a concrete material to make the carbonic acid visible to the children. A social constructivist perspective has been used during the analyzes of the data. From the keywords that emerged during the analysis, nine categories have been identified and divided to answer the questions of the study. The result shows that when the children were to describe the carbonic acid, they used the words bubbles and bubble water. Only one child said the word gas, but none of the children used the word carbonic acid. The result also shows that the children in the study have previous experiences that the appearance and characteristics of objects affect whether they float or sink. The result shows that the children mainly used everyday concepts and lack scientific concepts when describing the phenomenon. The result of the study can contribute to a developed chemistry teaching in the preschool, by letting preschool teachers know what words children use to describe a phenomenon and thus adapt the chemistry content of the preschool.

Previous research has shown how home and parental characteristics support or hinder the development of children’s self-regulation in the family context. There have only been limited attempts to understand these mechanisms in early childhood education settings. This study used the NICHD Study of Early Child Care (when participating children were 36-months old) to examine the relations among various aspects of the early childhood education setting, the interactions in the setting, and children’s self-regulation in center-based and home-based settings. Structural equation modeling was used to test a model proposing the deconstruction of early childhood education quality into structural (i.e., environmental and caregiver characteristics) and process quality components (i.e., positive and negative interactions) and to examine these as predictors of three-years old children’s self-regulation abilities. A meditational model was tested in which positive and negative interactions in the classroom mediated the relations between the structural characteristics and self-regulation. There were three important findings. First, although there were no consistent patterns of associations between structural features and self-regulation across the two types of care, there were more significant relationships in home-based care compared to center-based care. These findings showed that the home-based caregiver characteristics were more closely tied to the processes in the classroom than those characteristics of caregivers in center care. Second, both positive and negative caregiving were associated with children’s compliance, which suggested that compliance may have been influenced differently by process quality compared to other self-regulation measures, such as self-control and emotion-, behavior-, and attention-regulation. It may be that high rates of compliance may be markers of highly restrictive caregiving rather than the result of good quality caregiving. Third, there were very few significant relationships between process quality measures and children’s self-regulation measures, which suggested that commonly used process quality measures may not be capturing the processes that are most important for the development of self-regulation. / text

Οι σεισμοί και οι ηφαιστειακές εκρήξεις αποτελούν την επιφανειακή έκφραση μιας δυναμικής του βάθους. Αυτό από μόνο του παραπέμπει σε κάτι μη απτό και μη άμεσα παρατηρήσιμο. Όμως τα δύο αυτά φαινόμενα καταφέρνουν να κεντρίσουν το ενδιαφέρον μικρών και μεγάλων κάνοντάς τους να σχηματίζουν τις δικές τους παραστάσεις για τις δύο έννοιες. Στην παρούσα έρευνα, μελετήσαμε τις ιδέες που κατέχουν τα παιδιά της προσχολικής ηλικίας για τους σεισμούς, τα ηφαίστεια και τη δημιουργία αυτών, πριν αλλά και μετά από μια οργανωμένη διδακτική παρέμβαση. Επίσης, έγινε προσπάθεια καταγραφής των συναισθημάτων που εκφράζονται από τα παιδιά για το φαινόμενο του σεισμού αλλά και των μέτρων προστασίας που τείνουν να υιοθετούν σε μια τέτοια περίσταση. Το δείγμα αποτέλεσαν 63 παιδιά προσχολικής ηλικίας από ένα δημόσιο Νηπιαγωγείο στην ευρύτερη περιοχή της Πάτρας. Τα παιδιά φάνηκε πως είχαν σχηματίσει ήδη πριν τη διδακτική παρέμβαση κάποιες πρώτες παραστάσεις για τα φαινόμενα αυτά. Μετά την ολοκλήρωση της διδακτικής παρέμβασης παρατηρήθηκε ότι οι παραστάσεις αυτές βελτιώθηκαν αρκετά με κάποιες από αυτές να πλησιάζουν αρκετά το επιστημονικό μοντέλο. Τέλος, τα συναισθήματα που εκφράστηκαν από τα παιδιά καθ’ όλη τη διάρκεια της μελέτης αυτής σχετίζονταν με την κατανόηση της σημαντικότητας του εν λόγω θέματος: παρατηρήθηκε μια μετάβαση από το συναίσθημα φόβου ή πανικού σε συναισθήματα που είχαν να κάνουν περισσότερο με ηρεμία και διατήρηση της ψυχραιμίας προκειμένου να προστατευθούν σε περίπτωση σεισμού. / Earthquakes and volcanic eruptions are the surface expression of a dynamic depth. This by itself refers to something intangible and not directly observable; but these two phenomena manage to pique the interest of both preschoolers and adults and make them form their own representations for both concepts. In this research, we studied the ideas held by the preschoolers on earthquakes, volcanoes and the creation of these two, before and after an organized teaching intervention. Also, an attempt was made to record the emotions expressed by children about the earthquakes and the protective measures they tend to adopt in such situations. The sample consisted of 63 preschool children from a public kindergarten located in the city of Patras. Ever before the teaching intervention, children had already formed some early representations for these phenomena, representations that were enriched (approaching even the scientific model) after the didactic intervention had been completed. Finally, the feelings expressed by the children throughout the study resulted from the understanding of the significance of this issue: there was a transition from the feeling of fear or panic to feelings that had more to do with staying calm and keeping their composure (in order to protect themselves) in a case of an earthquake.

摘要 本研究旨在探討幼兒的依附關係、語文智能及人際智能與心智理論能力之關係，以及人口變項(性別、年齡與社經地位)與心智理論能力之關係。研究參與者來自台北縣市公私立幼稚園四至六歲之幼兒，共124位。本研究所採用之研究工具分為三部份，分別為：「幼兒心智理論能力測驗」、「幼兒依附關係量表」、「幼兒多元智能檢核表」－語文智能分量表、人際智能分量表。調查所得資料分別以描述統計、單因子多變量變異數分析、典型相關、區別分析等統計方法進行分析。本研究的主要發現如下： 1.男、女生之間在語文智能、人際智能上有顯著的差異存在，而在依附關係方面則沒有差異;女生在語文智能、人際智能上均優於男生。 2.人口變項方面，不同性別、中高社經地位的幼兒在心智理論能力上沒有差異存在;不同年齡的幼兒在心智理論能力上有顯著的差異存在;以六歲組高於五歲組、四歲組，四歲組為最低。年齡愈高者，其心智理論能力的表現愈好。 3.幼兒的心智理論能力表現不因其所屬依附類型不同而產生差異，且不同程度的安全型依附、矛盾型依附及逃避混亂型依附之幼兒，在心智理論能力上亦沒有差異。 4.不同語文智能的幼兒，其心智理論能力有差異;語文智能愈高，其心智理論能力的表現愈好。 5.不同人際智能的幼兒，其心智理論能力有差異存在。人際智能愈高，其心智理論能力的表現愈好。 6.幼兒的安全依附、語文智能及人際智能與其心智理論能力之各測試作業有正相關，且語文智能與錯誤信念作業的關係最為密切。 7.幼兒的安全依附、語文智能及人際智能有效聯合預測心智理論能力的組別。 最後，本研究依據上述的研究結果進行討論，並提出相關建議，以供親職教育、教育輔導、教學及後續研究之參考。 / Abstract The main purpose of this study was to explore the relationships between preschoolers’ attachment styles, verbal intelligence, interpersonal intelligence, demographic variables, and their theory of mind. The participants included 124 4- to 6-year-old children from kindergartens in Taipei city. The employed instruments in this study were The Tasks of Preschoolers’ Theory of Mind, The Inventory of Preschoolers’ Attachment Styles, and two subscales from The Inventory of Multiple Intelligences--verbal intelligence and interpersonal intelligence. The applied analysis methods included descriptives, one-way MANOVA, canonical correlation, and discriminant analysis. The main findings of this study were as follows: 1. While the girls outperformed the boys in both the verbal and the interpersonal intelligences, no significant gender differences on attachment styles were found. 2. There were no significant gender differences or SES differences on the preschoolers’ theory of mind. However, there were significant age differences on the preschoolers’ theory of mind; more specifically, the 6-year-old children outperformed the 5-year-old and the 4-year-old children on the tasks of theory of mind. 3. The preschoolers’ performances on the tasks of theory of mind did not vary as their attachment styles were different. 4. Verbal intelligence and Interpersonal intelligence had significant effects on the preschoolers’ theory of mind. In other words, the better verbal intelligence and Interpersonal intelligence the children had, the higher level their theory of mind were. 5. The preschoolers’ secure attachment style, verbal intelligence, and interpersonal intelligence were positively related to their theory of mind, and their verbal intelligence had the strongest relation to their theory of mind. 6. The preschoolers’ secure attachment style, verbal intelligence, and interpersonal intelligence could jointly predict their theory of mind. Finally, after discussion, the researcher proposed some suggestions for educational instruction and future studies.

In this study, I examined the impact of child-centered play therapy (CCPT) on the social and emotional functioning and mindful expressions of preschoolers in Head Start preschool programs. Participants were 23 children from two Head Start preschool programs in the southwestern U.S. who qualified for free or reduced lunch and were referred by school personnel for behavioral or academic concerns (18 males, 5 females; ages 3-5, mean age = 3.74). The sample consisted of 1 (4.3%) African American, 5 (21.7%) Caucasian, 14 (60.9%) Latino, and 3 (13%) multiracial children. Participants were randomly assigned to eight weeks of twice-weekly CCPT experimental groups (n = 11) or a waitlist control group (n = 12). Results of the independent samples t-tests revealed statistically significant improvement in preschool children's empathy and responsibility for children who participated in CCPT on the Social Emotional Assets and Resiliency Scale for Preschool. Practically significant findings revealed that CCPT may influence specific mindful expressions including curiosity and openness as well as overall social-emotional competence, emotional knowledge and expression, and empathy and responsibility in Head Start preschool children. Results of this study support the effectiveness of CCPT with disadvantaged preschool children.

No description available.

Made available in DSpace on 2016-06-02T20:30:09Z (GMT). No. of bitstreams: 1 5815.pdf: 2852962 bytes, checksum: 636b06545e546530d496eb0aa5d73cdc (MD5) Previous issue date: 2014-01-30 / Universidade Federal de Minas Gerais / Currently, there is strong evidence that the promotion of social skills and social competence is crucial to quality of socio-emotional development and prevention of behavior problem from early childhood. The literature shows that both social skills and social competence depend, ultimately, on self-monitoring. However, there is a set of conceptual and methodological challenges associated with the analysis and promotion of self-monitoring, especially with young children. In the present study, it is proposed to; (1) define operationally the term self-monitoring, (2) analyze its relationship with social skills and behavior problem, and (3) develop a self-monitoring resource to evaluate and analyze the effects of an intervention that combined specific procedures to promote it. This thesis is composed of four chapters. In chapter I, a behavioral definition of indicators of self-monitoring is proposed based on literature review, considering the fields of Social Skills and of Behavior Analysis. In Chapter II, the stages of construction of Illustrative Resource of Self-monitoring (RIAM) for assessment (RIAM-A) and for intervention (RIAM - I) in preschoolers are described. In Chapter III, a study is presented with the objective of verifying similarities and differences in behavioral indicators of self-monitoring evaluated by RIAM-A (self-description, description and choice of consequence) of 53 children, between five and six years old, divided into three groups (socially competent, with deficits in social skills, and internalizing behavior problem and externalizing or mixed behavior problem). The results indicated that children with social skills were better than children with behavior problem in selfmonitoring tasks, further verifying positive correlation between self-monitoring scores and social skills scores, and a negative correlation between self-monitoring scores and internalizing behavior problem. Finally, Chapter IV examined the effects of an intervention involving contingency analysis training and exposure to social contingencies in structured situations to promote self-monitoring and its impact on social skills, social competence and reducing behavior problems in preschool evaluated by RIAM-A and who presented difficulties in self-monitoring tasks. Individual sessions were carried out, which included: presentation of interactive situations in the form of drawing, discussion about the appropriateness or relevance of each response and probable consequences, followed by participation in structured presentation of the demand for social skills discussed previously. The results showed that, relative to a comparison group, children who took part in intervention had improved social skills, self-monitoring and social competence, but not reduction of behavior problem. The set of studies suggests the feasibility of research on self-monitoring in early childhood, proposing indicators, resources and procedures for assessment and intervention strategies for self-monitoring. The implications of the research are discussed in terms of theoretical, methodological, empirical and practical contributions. / Atualmente, há fortes evidências de que a promoção de habilidades sociais e de competências social é crucial para o desenvolvimento socioemocional de qualidade e prevenção de comportamentos-problema desde a infância. A literatura mostra que tanto as habilidades sociais como a competência social dependem, em ultima instância, da automonitoria. No entanto, há um conjunto de desafios conceituais e metodológicos associados à análise e promoção de automonitoria, especialmente em crianças pequenas. Propõe-se, no presente estudo, delimitar operacionalmente o conceito de automonitoria, analisar sua relação com habilidades sociais e com comportamentos-problema, desenvolver um recurso para avaliar automonitoria e analisar os efeitos de uma intervenção que combinou procedimentos específicos para promovê-la. A presente tese de doutorado está composta por quatro capítulos. O Capítulo I propõe, com base em revisão de literatura, uma definição comportamental de indicadores de automonitoria, considerando as perspectivas das Habilidades Sociais e da Análise do Comportamento. No Capítulo II, são descritas as etapas de construção do Recurso Ilustrativo de Automonitoria (RIAM) para avaliação (RIAM-A) e para intervenção (RIAM-I) em préescolares. No Capítulo III, apresenta-se um estudo com o objetivo verificar semelhanças e diferenças nos indicadores comportamentais de automonitoria avaliados pelo RIAM-A (autodescrição, descrição e escolha de consequência) de 53 crianças, entre cinco e seis anos, divididas em três grupos (socialmente competentes; com déficits em habilidades sociais e com comportamentos-problema internalizantes e com comportamentosproblema externalizantes ou mistos). Os resultados indicaram que crianças com habilidades sociais apresentaram melhores desempenhos em tarefas relacionadas à automonitoria do que crianças com comportamentos-problema, verificando-se, ainda, correlação positiva entre escores de automonitoria e de habilidades sociais e, negativa entre escores de automonitoria e de comportamento-problema internalizantes. Por fim, o Capítulo IV buscou analisar os efeitos de uma intervenção envolvendo treino de análise de contingências e exposição a contingências sociais em situações estruturadas para promoção de automonitoria e seu impacto sobre habilidades sociais, competência social e redução de comportamentos-problema em pré-escolares avaliados pelo RIAM-A que apresentavam dificuldade em tarefas de automonitoria. Foram realizadas sessões individuais compostas por: apresentação das situações interativas em forma de desenho, discussão sobre a adequação ou pertinência de cada resposta e prováveis consequências, seguida de participação em situações estruturadas com demanda para apresentação da habilidade social antes discutida. Os resultados mostraram que, em relação a um grupo de comparação, crianças participantes da intervenção obtiveram melhora em habilidades sociais, automonitoria e competência social, mas não redução de comportamentosproblema. O conjunto de estudos sugere a viabilidade de investigações sobre automonitoria na infância, propondo indicadores, recursos e procedimentos para sua avaliação e estratégias para intervenção. Discutem-se as implicações das investigações em termos de contribuições teóricas, metodológicas, empíricas e práticas.

The purpose of this study is to investigate preschool teachers' communication and treatment with children in preschool. With questions about how pre-school teachers experience the communication and what meaning they consider communication in the day-to-day activities. Sociocultural theory is used to study the communicative activities and from a phenomenological perspective, the phenomenon is described. The hermeneutic perspective conveys the experiences of the phenomenon. The methods used for the study were through qualitative interviews with preschool teachers, which consisted of structured questions and with open follow-up questions. Qualitative interview ideas were chosen when questions were made for more open answers and where the experiences form the basis of the phenomenon of communication. The result showed several different themes that formed the basis for sustainable communication in preschool. The conclusion or the very essence of the phenomenon of communication was based on the interpretative phenomenological analysis; Possibility of sustainable communication, where prototypes like time, child vision and, among other things, cooperation showed the necessity for making sustainable communication with the children in preschool and especially for children in need of special support. / Syftet med denna studie handlar om att undersöka förskollärares kommunikation och bemötande med barn i förskolan. Med frågeställningar om hur förskollärare upplever kommunikationen och vilken betydelse de anser kommunikationen har i den dagliga verksamheten. Genom sociokulturell teori studeras de kommunikativa aktiviteterna och utifrån ett fenomenologiskt perspektiv beskrivs fenomenet. Det hermeneutiska perspektivet förmedlar upplevelserna i fenomenet. Metoden för studien skedde genom kvalitativa intervjuer med förskollärare som bestod av strukturerade frågor och med öppna följdfrågor. Kvalitativ intervjuguide valdes då frågorna är gjorda för mer öppna svar och där upplevelserna utgör grunden för fenomenet kommunikation. Resultatet visade på flera olika teman som utgjorde grunden för en hållbar kommunikation i förskolan. Slutsatsen eller själva essensen av fenomenet kommunikation blev utifrån analysen interpretativ fenomenologisk analys; Möjliggörande av hållbar kommunikation, där prototeman som tid, barnsyn och bland annat samarbete visade på det nödvändiga för att möjliggöra en hållbar kommunikation med barnen i förskolan och speciellt utifrån barn i behov av särskilt stöd.

Submitted by EDER RICARDO DA SILVA (ederprof.musica@gmail.com) on 2016-10-24T13:48:47Z No. of bitstreams: 1 DISSERTAÇÃO EDER RICARDO DA SILVA 2016 OFICIAL.pdf: 2272574 bytes, checksum: c0fa1d4b73ac6a332b6671576bb326be (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-10-31T13:11:53Z (GMT) No. of bitstreams: 1 silva_er_me_bauru.pdf: 2272574 bytes, checksum: c0fa1d4b73ac6a332b6671576bb326be (MD5) / Made available in DSpace on 2016-10-31T13:11:53Z (GMT). No. of bitstreams: 1 silva_er_me_bauru.pdf: 2272574 bytes, checksum: c0fa1d4b73ac6a332b6671576bb326be (MD5) Previous issue date: 2016-06-02 / Estudos demonstram que a música e o Treino Musical (TM) atuam em diversas áreas do desenvolvimento humano: cognição, linguagem, socialização e raciocínio lógico-matemático. Há evidências de que o Treino Musical propicia ganhos quanto à memória operacional e à numerosidade de crianças escolares. Supõe-se que o TM poderia contribuir para a estimulação destas habilidades cognitivas em crianças pré-escolares. Este estudo prospectivo investigou os efeitos do TM sobre as habilidades de numerosidade e memória operacional em 57 pré-escolares com desenvolvimento típico e com idade de cinco anos em uma cidade do interior paulista. A amostra foi dividida em dois grupos, a saber: GE (Grupo Experimental; n=25) que participou de oito sessões do TM e o GC (Grupo Controle; n=32) que não recebeu estimulação musical, ambos balanceados quanto ao sexo. Todos os participantes foram avaliados em duas etapas por meio de instrumentos para os seguintes domínios: Raciocínio Abstrato (MPC – Escala Especial); Cognição Numérica (Zareki-K – Bateria Neuropsicológica para Avaliação do Tratamento dos Números e do Cálculo para Crianças Pré-escolares); e Memória Operacional (AWMA-Short form – Avaliação Automatizada da Memória Operacional-Versão reduzida). Os resultados mostraram que o TM produziu modificações relacionadas ao processamento numérico, senso numérico, bem como em memória operacional verbal. / Studies demonstrate that music and Music Training (MT) act in various human development areas: cognition, language, socialization, and logical-mathematical thinking. Evidences show that Music Training affords gains in both working memory and numeracy of school children. It is supposed that MT may contribute to stimulation of these cognitive abilities in preschoolers. This prospective paper investigated the MT effects on numeracy and working memory in 57 5-year-old preschoolers with typical development from a city in the countryside of Sao Paolo state in Brazil. The sample was divided into two groups: EG (Experimental Group; n=25), which took part of eight TM sessions, and CG (Control Group), which had no musical stimulation; both groups are gender-balanced. All participants were assessed in two stages through instruments for the following domains: Abstract Reasoning (CPM – Raven’s Coloured Progressive Matrices); Numerical Cognition (Zareki-K – Neuropsychological test battery for number processing and calculation in primary school and kindergarten children, in English) and Working Memory (AWMA–Short form – Automated Working Memory Assessment – Short form). Results show that MT produced modifications related to number processing, number sense and verbal working memory.

Cette thèse fait partie d’une recherche interdisciplinaire portant sur la socialisationd’enfants d’âge préscolaire. Adoptant l’approche de l’analyse de conversation (AC)d’inspiration ethnométhodologique (EM), elle porte sur le processus de socialisation,étudié sous l’angle des interactions entre parents et jeunes enfants (âgés de 2 ans et 1mois à 2 ans et 10 mois), dans le quotidien. Basée sur un large corpus audiovisuel –huit familles francophones vivant dans la région de Fribourg (Suisse) ont été filmées àleur domicile – la recherche se focalise sur les séquences interactives que les jeunesenfants initient en déployant un tour évaluatif. L’étude de ces séquences vise d’unepart à décrire et à comprendre comment les jeunes enfants parviennent à réaliser destours évaluatifs qui impliquent une réponse du parent adressé, c’est-à-dire à produireune première partie d’une paire adjacente, qui rend pertinent la production d’unedeuxième partie appartenant au même type de paire. D’autre part, elle cherche àexaminer les réponses parentales et leurs implications sur la suite des interactions. Entenant compte des ressources multimodales déployées par les interactants et ducontexte praxéologique institué par ces derniers, l’analyse permet d’appréhender avecun nouveau regard les questions de l’alignement et du désalignement et ainsi quecelles des catégories sociales endossées par les parents et les enfants au cours del’accomplissement interactif de séquences évaluatives. / This thesis is part of an interdisciplinary research project on the socialization ofpreschoolers. By adopting a Conversation Analytic (CA) approach informed byEthnomethodology (EM), it offers a study of the socialization process as it takes placewithin everyday parent-child interactions. Based on a large audio-visual corpusfeaturing footage of eight French-speaking families filmed extensively in their homes,the study focuses on recorded examples of young children initiating interactivesequences by producing evaluative turns, such as “that’s beautiful”, “(I) like that”,and “yuck”. By taking into account the interactants’ articulation of embodiedresources – talk, gaze, and gesture – the study aims, on the one hand, to describe howyoung children manage to produce evaluative turns that make a response by theaddressed parent relevant; and to evidence how, through their participation ineveryday interaction, young children acquire communicative skills and a sense ofthemselves as effective social actors. On the other hand, it seeks to examine parents’most frequent responses – agreements, disagreements, or questioning repeats – and tolook at the implications of these responses for the further course of action. Looking athow children’s evaluative actions – as attempts to communicate their normativeposition, and their affective implication with respect to the surrounding world – aretreated in turn by the parents, reveals the parents’ emic understanding of theirchildren’s participation in evaluating the world they commonly inhabit. Finally, thestudy of interactively produced evaluative sequences also allows some new light to beshed on the ways in which parents and children achieve shared understanding, andhow they deal with delicate issues of alignment/disalignment, as well as with mattersrelated to their respective membership categories.