A study for scaffolding strategies in the project approach for kindergarten teacher Abstract The purpose of this research is an inquiry for kindergarten teachers¡¦ implement of project approach and types of scaffolding strategies. This study used qualitative research methods, with an implementation project approach for early childhood teacher. Through the way of participation in observation, collect project approach interaction and dialogue, and analysis of inductive teaching scaffolding strategies types. In addition, analysis of interviews with the teacher implementation project approach, while collecting important files, classes for data of triangular detection. The conclusions of this study provided as follows: First, preschool teachers in the implementation of a project approach, in the course of their choice of topic is consistent with the child's interest. Chard (1998), proposed five features to review teachers implementation topics course of history, their schema definition, and structural characteristics, helping children's physical and mental development. Project approach teachers in topic scenarios enhance early childhood learning and improve mental development. Second, demonstrate seven types of scaffolding strategies, including language-scaffold being most often introduced. Teachers used scaffold strategy to assist in the construction of knowledge, or to construct preschool curriculum orientation. Third, teachers with scaffold strategies, certainly help young children learning. The effectiveness of teacher practical knowledge and capacity enhancement, cognitive schema provides a learning environment. The attitude of parents is another factor of obstacles. Finally, prevalent in present, manpower shortage problem led to the heavy workload for the teachers in the kindergartens. Eventually, it is worth concerning the teaching time was deprived and the teaching quality and effectiveness was affected as well.

Este trabalho investiga o ensino bilíngüe na educação infantil. Apoiado em pesquisas recentes sobre o bilingüismo, ele propõe uma reflexão sobre as características de uma pedagogia de projetos na educação infantil, a partir da análise de uma experiência com projetos didáticos realizada com crianças, com idades entre 3 e 4 anos, em uma pré-escola bilíngüe (português/inglês) em São Paulo. Este estudo apresenta, portanto, o resultado dessa experiência. Tanto a abordagem de projetos, notadamente na educação infantil, como a aquisição de uma segunda língua por crianças pequenas têm sido objetos de intensa pesquisa nos últimos anos. Entretanto, pesquisas em que o foco seria o trabalho com projetos, usado como uma estratégia para a aprendizagem em todas as áreas da educação infantil, utilizando uma segunda língua como meio de instrução, não têm surgido com freqüência, ainda que a incidência desses fatores em conjunto não seja rara. A análise parte de uma perspectiva sócio-cultural, notadamente da teoria de Vygotsky, recentemente utilizada como fonte de compreensão para o processo de aquisição de uma segunda língua. Observou-se que nesse processo as crianças são colocadas em situações que são práticas sociais de investigação, de busca de informações nas quais as novas aquisições lingüísticas são significativas. A abordagem de projetos didáticos na experiência relatada se constituiu numa estratégia facilitadora e, ao mesmo tempo, envolvente para as crianças, o que possibilitou uma aprendizagem significativa, onde as aquisições ocorreram de modo natural. / This research paper investigates the early childhood bilingual education. Supported by recent research in bilingualism, this study proposes a reflection on the project approach, through the analyses of an experience carried out in a preschool bilingual environment (English/Portuguese) in São Paulo, where the project approach was used with children between the age of 3 and 4. This study shows and reflects on the results of that experience Both the project approach and second language acquisition have been objects of research in recent years, mainly in early childhood education. However, not much research has happened with the focus on the use of project approach as a strategy to learning in all areas in early childhood education, using a second language as language of instruction, even though the occurrence of both factors is not rare. This paper discusses how the Vygotsky sociocultural theory of development has been recently applied to the study of second language acquisition. It has been observed that, in this process children face situations that are social practices of investigation - the pursuing of information - in which new language acquisition is meaningful. In this experience project approach served as a facilitating strategy which engaged children in meaningful learning, and where acquisition occurred in a natural way.

Made available in DSpace on 2015-03-05T18:12:39Z (GMT). No. of bitstreams: 0 Previous issue date: 17 / Nenhuma / Este estudo tem como objetivo propor uma ação pedagógica interdisciplinar integrada a um projeto de leitura para a 5ª série do Ensino Fundamental de uma escola da rede municipal de ensino de Caxias do Sul. Os dados obtidos através de registros de observações- participantes de reuniões pedagógicas, reuniões individuais com a coordenação e conversas informais com professores, articulados com documentos da escola, e com a resposta dos professores à apresentação da proposta sugerem que a escola apresenta aspectos favoráveis para o trabalho interdisciplinar, assim como algumas limitações para que ele aconteça na prática. A proposta de ação pedagógica busca detalhar atividades de um projeto interdisciplinar, com o apoio de referenciais teóricos para que a interdisciplinaridade aconteça na prática. / The aim of this study is to propose an interdisciplinary educational action integrated to a reading project for the 5th grade of an elementary school that is part of the municipal public school system in Caxias do Sul. The data were obtained from observation recordings in pedagogical meetings, individual meetings with the pedagogical coordinator, and informal conversations among teachers. The data have been further related to some school documents and the response by the teachers to the proposal presented. The findings suggest that the school shows some positive aspects towards interdisciplinary work, as well as some limitations that prevent it from happening adequately. The proposed action aims to detail educational activities of an interdisciplinary project with the support of a theoretical background in order to create conditions for actual interdisciplinary.

Este trabalho investiga o ensino bilíngüe na educação infantil. Apoiado em pesquisas recentes sobre o bilingüismo, ele propõe uma reflexão sobre as características de uma pedagogia de projetos na educação infantil, a partir da análise de uma experiência com projetos didáticos realizada com crianças, com idades entre 3 e 4 anos, em uma pré-escola bilíngüe (português/inglês) em São Paulo. Este estudo apresenta, portanto, o resultado dessa experiência. Tanto a abordagem de projetos, notadamente na educação infantil, como a aquisição de uma segunda língua por crianças pequenas têm sido objetos de intensa pesquisa nos últimos anos. Entretanto, pesquisas em que o foco seria o trabalho com projetos, usado como uma estratégia para a aprendizagem em todas as áreas da educação infantil, utilizando uma segunda língua como meio de instrução, não têm surgido com freqüência, ainda que a incidência desses fatores em conjunto não seja rara. A análise parte de uma perspectiva sócio-cultural, notadamente da teoria de Vygotsky, recentemente utilizada como fonte de compreensão para o processo de aquisição de uma segunda língua. Observou-se que nesse processo as crianças são colocadas em situações que são práticas sociais de investigação, de busca de informações nas quais as novas aquisições lingüísticas são significativas. A abordagem de projetos didáticos na experiência relatada se constituiu numa estratégia facilitadora e, ao mesmo tempo, envolvente para as crianças, o que possibilitou uma aprendizagem significativa, onde as aquisições ocorreram de modo natural. / This research paper investigates the early childhood bilingual education. Supported by recent research in bilingualism, this study proposes a reflection on the project approach, through the analyses of an experience carried out in a preschool bilingual environment (English/Portuguese) in São Paulo, where the project approach was used with children between the age of 3 and 4. This study shows and reflects on the results of that experience Both the project approach and second language acquisition have been objects of research in recent years, mainly in early childhood education. However, not much research has happened with the focus on the use of project approach as a strategy to learning in all areas in early childhood education, using a second language as language of instruction, even though the occurrence of both factors is not rare. This paper discusses how the Vygotsky sociocultural theory of development has been recently applied to the study of second language acquisition. It has been observed that, in this process children face situations that are social practices of investigation - the pursuing of information - in which new language acquisition is meaningful. In this experience project approach served as a facilitating strategy which engaged children in meaningful learning, and where acquisition occurred in a natural way.

The purpose of this multi-case study was to describe and explain teacher learning within school contexts by exploring the nature of teachers' experiences in learning communities. This study explored the ways in which teachers participated in professional development sessions using the project approach as a framework for facilitating and engaging in professional learning communities by answering: What is the nature of teachers' experiences in inquiry-based professional learning communities? In what ways and under what conditions does documentation play a role in teacher learning? For data collection I used semi-structured interviews, audio recordings of professional development sessions, teacher documentation, teacher daily sheets, and my researcher journal. I applied a constructivist approach using a social lens for the data analysis to make sense of teachers' learning experiences (Vygotsky, 1935; Rogoff, 1995). The findings indicated that group dynamics play a pivotal role in how teachers' experience professional learning communities. Teacher's struggled to foster inquiry into their own practice. The findings also indicate documenting children's learning is essential in developing a deeper understanding of children. Despite the positive role of documentation within the professional learning community, teacher's needed favorable conditions to continue using documentation for teacher learning.

The teaching and learning of Environmental Education as an integrated approach to education and training aims at a holistic modality. This requires a commitment by stakeholders to support formal and informal Environmental Education implementation. By means of descriptive qualitative and quantitative methods, I investigated local, national and global, past and present Environmental Education practices with a view to recommend criteria for a model for the integration of Environmental Education into the school curriculum of the Northern Province. The findings revealed that various countries have attempted to address the position and status of Environmental Education in the school curriculum. The one subject approach and a cross-curriculum approach emerge consistently as the options adopted. Neither of the two approaches are cited as completely successful. The integrated nature of Environmental Education issues are countered by country systemic constraints, for example the political climate, among other things. Other impediments to implementing Environmental Education are policy makers' lack of knowledge and negative attitudes, lack of resources, curriculum design deficiencies, inadequate pre-service and in-service teacher training and misconceptions about Environmental Education. The history, principles and the peculiarities of Environmental Education, the lessons learnt from other countries and the empirical investigation in the Northern Province give indicators that form the basis of the model recommended by this research. In view of the findings the recommendation is made that Environmental Education be integrated into the school curriculum of the Northern Province for General Education and Training and Further Education and Training for all school grades using a project approach, a discipline-specific thematic approach and as a discipline. / Educational Studies / D. Ed (Didactics)

The teaching and learning of Environmental Education as an integrated approach to education and training aims at a holistic modality. This requires a commitment by stakeholders to support formal and informal Environmental Education implementation. By means of descriptive qualitative and quantitative methods, I investigated local, national and global, past and present Environmental Education practices with a view to recommend criteria for a model for the integration of Environmental Education into the school curriculum of the Northern Province. The findings revealed that various countries have attempted to address the position and status of Environmental Education in the school curriculum. The one subject approach and a cross-curriculum approach emerge consistently as the options adopted. Neither of the two approaches are cited as completely successful. The integrated nature of Environmental Education issues are countered by country systemic constraints, for example the political climate, among other things. Other impediments to implementing Environmental Education are policy makers' lack of knowledge and negative attitudes, lack of resources, curriculum design deficiencies, inadequate pre-service and in-service teacher training and misconceptions about Environmental Education. The history, principles and the peculiarities of Environmental Education, the lessons learnt from other countries and the empirical investigation in the Northern Province give indicators that form the basis of the model recommended by this research. In view of the findings the recommendation is made that Environmental Education be integrated into the school curriculum of the Northern Province for General Education and Training and Further Education and Training for all school grades using a project approach, a discipline-specific thematic approach and as a discipline. / Educational Studies / D. Ed (Didactics)

В условиях введенных обоюдных санкций со стороны России и стран ЕС, важная роль отводится системе мероприятий, направленных на реализацию стратегии импортозамещения на российском агропродовольственном рынке. Таким образом, в условии жестких экономических реалий возрастает роль агропромышленного комплекса России в обеспечении продовольственной безопасности страны. При этом важно отметить, что процесс импортозамещения требует от российских производителей восполнение привычных объемов импортного сырья и продовольствия, что в условиях низкого уровня материально-технического обеспечения сделать крайне тяжело. В связи с этим возрастает роль государства в реализации политики импортозамещения. При этом программы импортозамещения должны работать на создание в России массового слоя производственных компаний, способных быть конкурентными не только внутри страны, но и на международных рынках. В современных условиях крайне важной является разработка обоснованной теории и методологических основ импортозамещения, выявление его особенностей на этапе перехода агросистем к еще более «свободному» рынку, обосновании комплекса рекомендаций по развитию и внедрению процесса импортозамещения в единый регулируемый внешнеторговый механизм. В работе представлены государственные программы и тенденции развития процесса импортозамещения в некоторых странах СНГ (Республики Беларусь, Казахстан) и дальнего зарубежья (Китай, новые индустриальные страны Азии и Латинской Америки). Целью данной работы является внедрение на рынок отечественной конкурентоспособной продукции, обеспечивающей импортозамещения. / Under the imposed mutual sanctions from Russia and the EU countries, an important role is assigned to the system of measures aimed at implementing the strategy of import substitution in the Russian agro-food market. Thus, in the condition of tough economic realities, the role of Russia's agro-industrial complex in ensuring the country's food security is growing. At the same time, it is important to note that the process of import substitution requires Russian producers to replenish the usual volumes of imported raw materials and foodstuffs, which is extremely difficult in conditions of a low level of material and technical support. In this regard, the role of the state in the implementation of importsubstitution. At the same time, import substitution programs should work to create a mass layer of production companies in Russia that can be competitive not only within the country, but also in international markets. In modern conditions, it is extremely important to develop a sound theory and methodological foundations of import substitution, to identify its features at the stage of transition of agricultural systems to an even more "free" market, to justify a set of recommendations for the development and implementation of the import substitution process in a single regulated foreign trade mechanism. The paper presents state programs and trends in the development of import substitution in some CIS countries (Belarus, Kazakhstan) and abroad (China, new industrial countries of Asia and Latin America). The purpose of this work is the introduction of domestic competitive products to the market, providing import substitution.

Главная цель работы – совершенствование проектного подхода отдела системного и бизнес-анализа. В работе приведено описание компании, структуры персонала, взаимодействие между сотрудниками, статистика по затрачиваемому времени на задачу, процесса разработки нового функционала, результаты анализа, позволяющие выявить ряд следующих проблем: значительное время тратится на обсуждение и изменение функционала членов команды проекта, имеются риски по срокам. Как следствие из указанных проблем: недооцененное время на разработку функционала влияет на сроки реализации и качество будущего функционала. Для решения данных проблем предложено усовершенствовать проектный подход, внедрив нижеприведенные мероприятия: изменение порядка постановки задачи, изменение планирования и оценки задачи, создание мотивационной системы, модернизация системы взаимодействия. Был сделан расчет по внедрению совершенствованного проектного подхода. Затраты на проект составили 291594,2 рублей, срок окупаемости составляет 11 месяцев. / The main goal of the work is to improve the project approach of the system and business analysis department. The paper contains a description of the company, the structure of personnel, interaction between employees, statistics on the time spent on the task, the process of developing new functionality, the results of the analysis, which allow us to identify a number of the following problems: considerable time is spent on discussing and changing the functionality of the project team members, there are risks in terms of timing ... As a consequence of these problems: the underestimated time for the development of functionality affects the timing of implementation and the quality of the future functionality. To solve these problems, it is proposed to improve the project approach by introducing the following measures: changing the order of setting the problem, changing the planning and assessment of the problem, creating a motivational system, modernizing the interaction system. A calculation was made to introduce an improved design approach. The project costs amounted to 291 594.2 rubles, the payback period is 11 months.