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Pre-school children often spend the most part of the day at a pre-primary school or a day care centre. Pre-school children sometimes make the first statement of sexual abuse to a pre-school teacher. Due to this phenomenon it is important that pre-school personnel are knowledgeable about basic information in connection with sexual abuse of the pre-school child and the reporting of the abuse. A positive attitude toward the protection of children against sexual abuse and the willingness to get involved in the reporting of sexual abuse or the suspicion there of, will guarantee that the best interest of the pre-school child is served. Die purpose of the research was to ascertain the knowledge and attitude of pre-school personnel toward sexual abuse of pre-school children and the reporting there of, to determine whether pre-school personnel act in the best interest of pre-school children. The research followed a quantitative approach. 13 Pre-primary schools took part in the research and 70 pre-school personnel completed the questionnaires. The questionnaires were completed in the participants own time. The findings clearly showed that pre-school personnel who were involved in the research did not have sufficient knowledge, nor a desirable attitude toward sexual abuse of the pre-school child and the reporting thereof. A need for training in this field can be concluded from the findings. / Thesis (MSW (Forensic))--North-West University, Potchefstroom Campus, 2012

Pre-school children often spend the most part of the day at a pre-primary school or a day care centre. Pre-school children sometimes make the first statement of sexual abuse to a pre-school teacher. Due to this phenomenon it is important that pre-school personnel are knowledgeable about basic information in connection with sexual abuse of the pre-school child and the reporting of the abuse. A positive attitude toward the protection of children against sexual abuse and the willingness to get involved in the reporting of sexual abuse or the suspicion there of, will guarantee that the best interest of the pre-school child is served. Die purpose of the research was to ascertain the knowledge and attitude of pre-school personnel toward sexual abuse of pre-school children and the reporting there of, to determine whether pre-school personnel act in the best interest of pre-school children. The research followed a quantitative approach. 13 Pre-primary schools took part in the research and 70 pre-school personnel completed the questionnaires. The questionnaires were completed in the participants own time. The findings clearly showed that pre-school personnel who were involved in the research did not have sufficient knowledge, nor a desirable attitude toward sexual abuse of the pre-school child and the reporting thereof. A need for training in this field can be concluded from the findings. / Thesis (MSW (Forensic))--North-West University, Potchefstroom Campus, 2012

Music educators are continually striving to find a comprehensive curriculum to adequately cover developments made in music. It could be argued that, at present, Victorian music curriculum places more emphasis on the aesthetics of music education rather than the learning of music concepts. This researcher firmly believes that the concepts of music are the building blocks through which children become better musicians. Researchers, music educators and curriculum designers must understand the way in which concept knowledge develops in children, so that they can use this knowledge in order to create meaningful learning experiences. The aim of this study, therefore, is to find out whether the acquisition of concepts, particularly rhythm, pitch, harmony and melody can be directly related to development in children, specifically primary aged children in State Government schools in Victoria.

Thesis (Ph. D.)--University of Toronto, 2005.

This study investigated the concerns and opinions of parents regarding supplemental care for children in the kindergarten through fifth grade age group; recommendations of parents for the improvement of present and future child care in the communities; and the differences between the responses of the rural non-farm and urban parents. Data obtained from the 213 questionnaires voluntarily completed by the parents of the rural non-farm and urban communities revealed that parents preferred home care by a relative or close neighbor; that quality of child care and quality of supervision were the two major factors to be considered when selecting child care services; and that 'after school' care was used more often than 'before school' care. Parent responses in both rural non-farm and urban areas were generally in agreement. Lack of transportation and 'after school' care programs in their communities were cited by parents as concerns. / Master of Science

<p>This thesis is a case study about the forms of appearance and the consequences of relations and communication in collaborative work between school and child-care providers. The empirical data consists mainly of interviews, but include also a number of written documents.</p><p>The aims of the study are:</p><p>• First, to review how relations and communication appear in collaborations between school and child-care.</p><p>• Second, to examine the consequences of relations and these communica-tions for cooperation between different professions in school and child-care.</p><p>• Third, to review how these relations and communications between child-care and school are influenced by organizational conditions.</p><p>The theoretical frame of reference has four sections. The first comprises some comprehensive assumptions for the thesis. The second deals with perspectives on relation and communication. The third discusses cooperation as organizing of social processes. The fourth examines, from a neo-institutional standpoint, how organizational conditions influence professional relations and communication in these collaborations.</p><p>Regarding relations, the analysis shows that there was regular face-to-face-contact between different professional groups but variations in frequency of contact. One contributing cause to the variations was geographical distance. Another cause was the extent to which the groups shared common interests. It also became evident that there were variations in the distribution of power partly caused by systemic, structural, conditions and partly by episodic and temporary aspects.</p><p>The analysis also shows that communication has four content types. First, work communication, refers to the everyday communication in cooperation. News- and status communication concerns actors, at different levels, informing other actors about their status. Management communication, partly concerned the coordination of areas of responsibility on the management level. It also con-cerned the managers’ direction of the operative level. Value and culture communication, included discussions about the underlying assumptions of different programs.</p><p>Relations and communication affected those areas of knowledge and those programs that would be a part of the cooperation. If the actors did not agree with one another they had to negotiate to reach an agreement that both parties accepted. Communication also influenced the opportunity to organize cooperation around children’s needs. For example communication influenced flexibility in the cooperation. To make this possible continuous communication was necessary as was the opportunities to create similar knowledge about each other’s competence and how it was manifested in the practical work.</p><p>Regarding the organizational conditions, institutional rules affected the actors opinions about whom they should cooperate, and therefore communicate, with. In spite of that, the actors on the operative level had a space to act strategically. Therefore the implementation of cooperation, to a great extent, was formed in communication between actors who were involved in the every day work.</p>

Die Untersuchungen, deren Ergebnisse in den Heften 32 und 33 der Potsdamer Studien zur Grundschulforschung vorgelegt wurden, gingen den Fragen nach, was Kinder am Anfang und am Ende des ersten Schuljahres über die Größe Geld wissen, welche elementaren Fähigkeiten sie im Umgang mit Geld haben und wie sich diese Kenntnisse und Fähigkeiten im Verlaufe des ersten Schuljahres weiterentwickeln. Mit den nun vorliegenden Ergebnissen unserer dritten Studie zum Thema Geld knüpfen wir an diese vorangegangenen Studien an. In diesem Heft wird dargestellt, welche Kompetenzen die an unseren Untersuchungen beteiligten Kinder am Ende der Klasse 2 besitzen und wie sich diese Kompetenzen im Vergleich zu den anderen Messzeitpunkten verändert haben. Außerdem sind wir der Frage nachgegangen, ob Zusammenhänge zwischen dem Vorwissen der Kinder bezogen auf unseren Untersuchungsgegenstand und den Rechenfähigkeiten am Ende der Klasse 2 bestehen. Im Ergebnis dieser Studien haben wir ein Modell für das Größenkonzept der Größe Geld entwickelt.

This thesis is a case study about the forms of appearance and the consequences of relations and communication in collaborative work between school and child-care providers. The empirical data consists mainly of interviews, but include also a number of written documents. The aims of the study are: • First, to review how relations and communication appear in collaborations between school and child-care. • Second, to examine the consequences of relations and these communica-tions for cooperation between different professions in school and child-care. • Third, to review how these relations and communications between child-care and school are influenced by organizational conditions. The theoretical frame of reference has four sections. The first comprises some comprehensive assumptions for the thesis. The second deals with perspectives on relation and communication. The third discusses cooperation as organizing of social processes. The fourth examines, from a neo-institutional standpoint, how organizational conditions influence professional relations and communication in these collaborations. Regarding relations, the analysis shows that there was regular face-to-face-contact between different professional groups but variations in frequency of contact. One contributing cause to the variations was geographical distance. Another cause was the extent to which the groups shared common interests. It also became evident that there were variations in the distribution of power partly caused by systemic, structural, conditions and partly by episodic and temporary aspects. The analysis also shows that communication has four content types. First, work communication, refers to the everyday communication in cooperation. News- and status communication concerns actors, at different levels, informing other actors about their status. Management communication, partly concerned the coordination of areas of responsibility on the management level. It also con-cerned the managers’ direction of the operative level. Value and culture communication, included discussions about the underlying assumptions of different programs. Relations and communication affected those areas of knowledge and those programs that would be a part of the cooperation. If the actors did not agree with one another they had to negotiate to reach an agreement that both parties accepted. Communication also influenced the opportunity to organize cooperation around children’s needs. For example communication influenced flexibility in the cooperation. To make this possible continuous communication was necessary as was the opportunities to create similar knowledge about each other’s competence and how it was manifested in the practical work. Regarding the organizational conditions, institutional rules affected the actors opinions about whom they should cooperate, and therefore communicate, with. In spite of that, the actors on the operative level had a space to act strategically. Therefore the implementation of cooperation, to a great extent, was formed in communication between actors who were involved in the every day work.

Thesis (M.Ed.)--University of North Carolina Wilmington, 2009. / Title from PDF title page (January 14, 2010) Includes bibliographical references (p. 35-38)