Orientador: Joyce Mary Adam de Paula Silva / Banca: Newton Antonio Paciulli Bryan / Banca: Anselmo Alencar Colares / Banca: José Euzébio de Oliveira Souza Aragão / Banca: João Augusto Gentilini / Resumo: Esta tese analisa a formação acadêmica no curso de Administração da Fundação Universidade Federal de Rondônia - Campus de Porto Velho. A análise contempla a percepção de professores e de alunos concluintes, considerando dois aspectos básicos: o direcionamento do ensino para o desenvolvimento de Rondônia e as aprendizagens de habilidades e competências necessárias ao futuro administrador. Para tanto, investiga diferentes períodos históricos, a fim de compreender como se deu a implantação e expansão dos cursos de Administração no Brasil, e qual sua relação com o desenvolvimento. Devido à natureza qualitativa do trabalho, optou-se pelo estudo de caso, utilizando como instrumento de coleta dos dados entrevistas e aplicação de questionários a alunos e professores do curso, com os quais se procurou examinar sua percepção quanto à interligação do ensino com o desenvolvimento, e identificar quais são as competências e habilidades trabalhadas no processo de formação profissional dos futuros administradores. Para a análise documental foram considerados: pareceres, resoluções, diretrizes curriculares dos cursos de Administração do Brasil, e o mais recente projeto político pedagógico do curso de Administração da UNIR (2005). As análises se pautam pelas literaturas das áreas Administração e Educação. As fontes desses referenciais foram selecionadas em meio eletrônico, bibliotecas virtuais e sites de instituições, por exemplo, a Associação Nacional de Pós-Graduação e Pesquisa em Administração (ANPAD) e a Associação Nacional dos Cursos de Graduação em Administração (ANGRAD). Os resultados revelaram que é incipiente a contribuição do curso relativa ao desenvolvimento de Rondônia; apontam, ainda, insuficiência relativa à aquisição, pelos alunos, de competências e habilidades previstas no projeto pedagógico do curso e nas diretrizes... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis analyzes the academic formation in the Administration Course of the Foundation Federal University, in Rondonia State, Porto Velho' Campus. The analysis contemplated the teachers and finishing undergraduate students perceptions, considering two basic aspects: the targeting of higher education for the Rondonia' State development and learning abilities and skills necessary for the future administrator. For both, investigated different historical periods, with the objective to understand how the deployment and expansion of Administration courses in Brazil, and what its relationship with development. Due to the qualitative nature of the work, was chosen by the case study, using as an instrument of data collection interviews and questionnaires applied to students and teachers of the course, which sought to examine their perception regarding the interconnection of the learning with the development, and identify what skills and abilities worked in the process of professional training of future administrators. For documental analysis were considered: opinions, resolutions, guidelines, curricular courses of administration in the Brazil, and the latest pedagogical political project of Administration course of the Rondonia University (UNIR/2005). Analyses uphold by the Literatures of Administration and Education areas. The research sources of these benchmarks were selected in electronic virtual libraries and institutions sites, e.g. National Association of Graduate Studies and Research in Management (ANPAD) and the National Association of Graduate Programs in Business Administration (ANGRAD). The results revealed that the contribution is incipient the course' contribution concerning the Rondonia development; showed, moreover, inadequate on the acquisition, by students, skills and abilities listed in pedagogical project of the course and curriculum guidelines... (Complete abstract click electronic access below) / Doutor

nÃo hà / Este trabalho à resultado de duas experiÃncias na Ãrea Educacional. A primeira como Professor de MatemÃtica, entre 2010 e 2013, na Escola Municipal Josà Ramos Torres de Melo, em Fortaleza/CE, das turmas de 6 ao 9 ano do Ensino Fundamental 2, utilizando como ferramenta pedagÃgica em algumas de minhas aulas a RobÃtica Educativa, onde os conteÃdos matemÃticos vistos em sala de aula eram utilizados na prÃtica, nas montagens e programaÃÃes dos robÃs. A segunda experiÃncia foi como Colaborador do Instituto Nacional de Estudos e Pesquisas AnÃsio Teixeira (INEP), entre 2010 atà os dias atuais, atuando como Elaborador e Revisor de Itens para composiÃÃo das AvaliaÃÃes de Larga Escala que compÃem o Sistema de AvaliaÃÃes da EducaÃÃo BÃsica - SAEB, tais como o Exame Nacional do Ensino MÃdio (ENEM), Prova Brasil que à aplicada em escolas pÃblicas brasileiras no 5 e 9 ano do Ensino Fundamental e 3 ano do Ensino MÃdio e por fim, o Exame Nacional para CertificaÃÃo de CompetÃncias de Jovens e Adultos (ENCCEJA) voltada para Jovens e Adultos Brasileiros, que nÃo tiveram a oportunidade de concluir a EducaÃÃo BÃsica na idade certa, tanto no Brasil quanto em outros paÃses. Todos esses exames citados sÃo formulados e baseados em um Modelo EstatÃstico chamado de Teoria de Resposta ao Item (TRI) cujos itens questÃes) sÃo construÃdos segundo uma Matriz de referÃncia baseada em CompetÃncias e Habilidades. Cada um desses exames tem a sua prÃpria Matriz composta por descritores. Por exemplo, a Matriz de ReferÃncia para o 9 ano do Ensino Fundamental, possui atualmente 37 descritores, divididos em 4 campos do conhecimento, denominados temas, a saber, Tema I - EspaÃo e Forma, Tema II - Grandezas e Medidas, Tema III - NÃmeros e OperaÃÃes/ Ãlgebra e FunÃÃes e Tema IV - Tratamento da InformaÃÃo. No geral, cada uma dessas Matrizes avaliam as CompetÃncias e Habilidades que o aluno deveria ter adquirido no final de cada ciclo, ou seja, um aluno de 9 ano serà inferido sobre as CompetÃncias e Habilidades que deveriam ter sido desenvolvidas durante o ciclo de 4 anos que compÃem o Ensino Fundamental 2. A robÃtica educativa, como instrumento de aprendizagem, ajuda o aluno no desenvolvimento de competÃncias e habilidades contidas nessas matrizes de referÃncia como tambÃm outras que sÃo importantes para o jovem e futuro cidadÃo do sÃculo XXI, tanto no mundo do trabalho, quanto nas suas relaÃÃes pessoais. Para isso faremos uma anÃlise das montagens, das programaÃÃes e das situaÃÃes problemas que sÃo colocadas para alguns robÃs, para as sÃries de 6 ao 9 ano, verificando quais competÃncias e habilidades estÃo envolvidas para realizaÃÃo destas atividades, fazendo assim um paralelo com os descritos presentes na Matriz de ReferÃncia do 9 ano para a Prova Brasil. Mostrando dessa maneira que o uso da RobÃtica no Ensino da MatemÃtica auxilia, fomenta e potencializa o desenvolvimento de competÃncias e habilidades matemÃticas. / This work is the result of two experiments in educational area. The first Professor of Mathematics from 2010 to 1013, at the Municipal School Josà Ramos Torres de Melo, in Fortaleza / CE, the classes from 6th to 9th grade of elementary 2 Teaching, using as a pedagogical tool in some of my classes at Educational Robotics where the mathematical contents seen in the classroom were used in practice, in assemblies and programming of robots. The second experience was as Contributor of the National Institute of Studies and Research Teixeira ( INEP ) , from 2010 to the present day , acting as winemaker and Chartered Items for composition of Large Scale Reviews that make up the System of Basic Education Reviews - Saeb, such as the National High School Exam ( ESMS ), Brazil proof that is applied in Brazilian public schools in the 5th and 9th grades of elementary school and 3rd year of high school and finally the National Certification Examination for skills for Youth and Adults ( ENCCEJA ) facing Brazilian Youth and Adults who have not had the opportunity to complete basic education at the right age, both in Brazil and in other countries. All these imaging techniques are formulated and based on a statistical model called Item Response Theory (IRT) whose items (questions) are constructed according to a matrix based reference Skills and Abilities. Each of these tests has its own matrix composed of descriptors. For example, the Matrix Model for the 9th year of elementary school, currently has 37 descriptors, divided into 4 fields of knowledge, called themes, namely, Theme I - Space and Shape, Theme II - Quantities and Measurements, Theme III - Numbers and Operations / Algebra and Functions and Theme IV - Treatment Information. Overall, each of these matrices assess the skills and abilities that students should have acquired by the end of each cycle, ie, a student of 9th class will be inferred about the Skills and Abilities that should have been developed during the course of 4 years that make up the elementary school 2 . This paper attempts to show that the use of robotics as a tool for learning, helps students to develop skills and abilities contained in these reference matrices as well as others that are important to the young and future citizen of the twenty-first century, both in the world of work, as in their personal relationships. For this we will make an analysis of assemblies of programming problems and situations that are put for some robots, for grades 6th to 9th grade, checking which skills and abilities are involved in carrying out these activities, thus making a parallel with the Mother gifts described in Reference 9 th year. Thus showing that the use of robotics in Mathematics assists and encourages the development of skills and math skills.

Title: Analysis of softball throw speed Objective: The aim of the thesis is to compare the throwing speeds with different modifications - from a distance of 2 meters to the screen (without aiming), throwing at a distance of 18 meters after the ball has been caught from the air and the ground (throw to the teammate). Furthermore, the goal of comparing throw speeds in selected age categories of softball players (9-17 years). Methods: Measure the throw speed by radar and data processing in Microsoft Excel. Results: Speed of throws for individual modifications - the category of the oldest players recorded the fastest throw option with the aiming of the player after the previous capture of the ball from the air and after the previous ball was caught on the ground. These variations of the throw exceeded the throw speed without prior capture and also without aiming at the player. In contrast, for other categories, the fastest option was the no-aim goal. The results of the oldest age group therefore refuted the first hypothesis, but the results of other age categories confirmed the hypothesis. In the case of the second hypothesis - higher throw speed and processing when the ball is caught from the air compared to landing the ball - the results of the oldest and youngest age category confirm the hypothesis,...

Made available in DSpace on 2016-04-29T14:23:33Z (GMT). No. of bitstreams: 1 Tania Filomena Knittel.pdf: 1725855 bytes, checksum: 44e3af055fef450588e4a448a3e063f1 (MD5) Previous issue date: 2014-11-03 / In the field of Education today, we must take into consideration the fact that our students were born in the age of the internet and technologic boom. Video games and computers, faster and more advanced than ever, are part of their routine. According to Marc Prensky (2010), who specialized in technology and education at Yale University, children today are born in a world characterized by technology and digital media, and thus would have their cognitive profile altered. The present study, titled The Use of Mobile Devices as Teaching and Learning Tools in Classrooms, has the goal of identifying possible applications of the use of mobile devices as learning artifacts, as well as analyzing challenges, perspectives and possibilities for both learners and educators. The theoretical framework used as foundation for the argumentation is the Activity Theory, which emphasizes the importance of student action during the learning process (MATTAR, 2013), has as main contributors Vygotsky, Luria, Leontiev and Engeström and as main concept the unity of human consciousness and activity. The methodology used was the study of multiple cases with both a qualitative and quantitative approach, with descriptive and interpretative investigation based on an exploratory perspective that allowed a diversified set of data collection tools: interviews, questionnaires and investigation of the different issues in the focus group. The research analyzed mobile devices as mediation devices for the development of skills and abilities in order to face future challenges such as: critical thinking, problem solving, collaboration, communication, creativity, and innovation skills in classroom activities. The participating subjects were students and teachers in a private school located in the Southern Zone (Zona Sul) of the city of São Paulo. Final considerations of the study evidence mobile devices as a reality in students day-to-day lives, furthermore, in order for them to be used in the classroom, planning is required to allow for resignification by students and teachers, who play a fundamental role as mediators. Research findings show limiting factors, among them distraction and reduced screen size. However, the wide variety of functionalities present in such devices, such as applications, games, books and films, in addition to facilitating real time data and information access, make the use of smartphones and tablets for educational purposes ever more appealing / Atualmente na Educação, deve-se levar em consideração que os alunos já nasceram sob o advento da Internet e do boom tecnológico. Videogames e computadores cada vez mais velozes e avanços tecnológicos fazem parte do cotidiano desses aprendizes. Para Marc Prensky (2010), especialista em Tecnologia e Educação pela Universidade de Yale, as crianças de hoje já nascem em um mundo caracterizado pelas tecnologias e mídias digitais e esse novo contexto veio a interferir no perfil cognitivo deles, modificando-o significativamente. O presente trabalho, intitulado A utilização de dispositivos móveis como ferramenta de ensino-aprendizagem em sala de aula , tem por objetivo não só identificar as possíveis aplicações do uso de tais artefatos como instrumentos de aprendizagem, mas também analisar os desafios e as perspectivas que se abrem a alternativas inovadoras tanto para os educandos quanto para os educadores. A sustentação da argumentação dar-se-á a partir da Teoria da Atividade, que enfatiza a importância da ação por parte do aluno durante o processo de aprendizagem (MATTAR, 2013), consoante propostas de Vygotsky, Luria, Leontiev e Engeström no que concerne ao conceito da unidade entre a consciência humana e a atividade. A metodologia utilizada na pesquisa privilegiou a abordagem qualitativa, de investigação exploratória, pelo estudo múltiplo de casos que tornou possível a recolha diversificada de dados: observações diretas e indiretas, entrevistas, questionários e discussões de diferentes questões oportunizadas no grupo focal, cujos participantes foram alunos e professores de uma escola particular, localizada na Zona Sul da cidade de São Paulo. As análises dos dispositivos móveis como artefatos de mediação para o desenvolvimento de habilidades e competências para enfrentar desafios futuros objetivaram a exploração de aspectos tais que pensamento crítico, solução de problemas, colaboração, comunicação, criatividade e inovação em atividades de sala de aula. Levando em conta que os dispositivos móveis são uma realidade e estão presentes no dia a dia, sugere-se a utilização desses recursos com planejamento, que venha a tornar possível a ressignificação do papel dos alunos e professores, que passam a mediadores. Os resultados da pesquisa apontam para fatores limitantes, dentre eles a distração e o tamanho reduzido da tela e, igualmente, destacam a grande variedade de funcionalidades presentes nos aparelhos - aplicativos, jogos, livros e filmes - recursos que proporcionam respostas em tempo real mediante a facilidade de acesso a dados e informações. Isso torna o uso de smartphones e tablets cada vez mais atraente para uso na Educação

Over the last two decades, several studies have confirmed that there is a leadership crisis among the nation's community colleges. In response to this leadership crisis, the American Association of Community Colleges [AACC] commissioned the development of a leadership competency framework consisting of six leadership competency areas deemed "either `very' or `extremely' essential to the effective performance of community college leaders." Since the release of this framework, limited research has been conducted on the importance of and the preparation in the identified competencies. The majority of research that has been conducted has focused on the position of president, even though there are several leadership positions within community colleges that are facing a leadership crisis. One such position is that of academic affairs officer. This study had two purposes. The first was to extend the research that has been conducted on the AACC leadership competencies by examining how community college academic affairs officers perceived the importance of and their own level of professional preparation in the identified competencies. The second was to examine the leadership development experiences that academic affairs officers identified as the most beneficial to their professional development as academic affairs officers. This study was a quantitative, descriptive, correlational design and used a questionnaire to collect data. The population for this study was academic affairs officers at public community colleges in the United States. The academic affairs officers that were included in the population were identified from the membership directory of the AACC. The survey instrument used for this study was based on the AACC leadership competency framework, as modified by Duree, which included 45 leadership competencies summarized into six leadership competency areas: organizational strategy, resource management, communication, collaboration, community college advocacy, and professionalism. Using two four-point scales, academic affairs officers (n=102) were asked to rate the importance of and their own level of professional preparation in the identified competencies. The survey instrument also asked academic affairs officers to rank the top five leadership development experiences that they feel have been the most beneficial to their professional development as academic affairs officers. In general, academic affairs officers believe that the AACC leadership competency areas are important for effective leadership in leading academic affairs. The most important leadership competency area was communication, followed by organizational strategy, community college advocacy, collaboration, professionalism, and resource management. In addition, academic affairs officers perceive that they are moderately or very well-prepared to perform many but not all of the identified competencies. For those identified competencies that academic affairs officers did not feel as prepared to perform, several were rated as important for effective leadership. Academic affairs officers ranked progressive job responsibilities as the leadership development experience felt to be the most beneficial to their professional development as academic affairs officers. Academic affairs officers then ranked challenging job assignments; participation in institutional task forces, committees, and commissions; and networking as the second, third, and fourth most beneficial leadership development experiences, respectively. The fifth most beneficial leadership development experience was networking, followed by attendance at conferences and specialized workshops. Based upon frequency totals, university-based degree programs and mentoring (role as mentee, not mentor) were also considered beneficial leadership development experiences. The significance of this study is that it provides practical, relevant, and timely information for both current practicing academic affairs officers and those who aspire to lead public community colleges in the position of academic affairs officer. The results of this study have several implications for practice. These implications include: to inform those persons seeking academic affairs officer positions of the relative importance of the AACC leadership competencies and the leadership development experiences deemed to be the most beneficial by a sample of incumbents; to inform leaders of higher education and professional development programs of the leadership competencies that should perhaps be included in the curricula of their programs; and to provide resources to be used by search committees in formulating desired qualifications and, later, in interviewing candidates for the position of academic affairs officer.

Die Corporate Governance Diskussion der letzten Jahre hat die Verantwortung der Unternehmensführung in den Mittelpunkt gestellt. Für mittelständische Familienunternehmen bedeutet dies, dass sie sich nicht nur ihrer Management-, sondern auch ihrer Eigentümerverantwortung bewusst werden müssen. Mit der Entwicklung von Gesellschafterkompetenz könnten sie ihrer Eigentümerverantwortung gezielt nachkommen. In der Praxis lässt sich dahingehend jedoch eine kaum systematische Vorgehensweise beobachten. Die Kompetenz der operativ tätigen Gesellschafter wird zwar wahrgenommen, spezifische Maßnahmen zur Entwicklung von Gesellschafterkompetenz werden jedoch kaum ergriffen. Dies gilt insbesondere für die nicht-operativ tätigen Gesellschafter und die Familienmitglieder, die ihre Gesellschafterrolle erst zukünftig wahrnehmen werden. Diese sollten nach der hier vertretenen Ansicht ebenfalls vorbereitet werden, indem sie in eine systematische Entwicklung von Gesellschafterkompetenz einbezogen werden. Neben den üblichen betriebswirtschaftlichen und rechtlichen Kompetenzen sollten auch Kenntnisse vermittelt werden, die der Komplexität des Familienunternehmens gerecht werden.

The use of Information Technology in construction is below best practice when compared to other industries. The construction industry is now, however, on the verge of widespread acceptance of internet technology and the communications benefits this can bring. Construction collaboration technology, where project teams use the internet as an interface for project communications, have emerged as a potentially valuable tool. Little research has been focused in this area, particularly on how this phenomenon is being experienced. The aim of this research is to develop a better understanding of the way people experience the use of the internet for information sharing on construction projects and the preliminary identification of the skills set (Knowledge, Skills and Abilities - KSAs) required for industry members to effectively participate. Phenomenography was selected as an appropriate research methodology to provide an empirical, representative and descriptive research approach and to provide a qualitative based study in a field dominated by quantitative studies. This is a 'second-order approach' which focuses on the experiences of the participants as described by them. A pilot and three major case studies were selected to identify research participants for interviews. A total of nineteen interviews were conducted and transcribed during 2003 in Australia, the United States of America and the United Kingdom, which formed the research data. A phenomenographic analysis was performed on the research data revealing seven 'categories of description' which describe the limited number of qualitatively different ways that the phenomenon is being experienced. A relationship exists between the different categories which can be structured in a logical framework called the outcome space. The preliminary identification of the skills set is then proposed from the research data and the phenomenographic outcomes to provide construction project participants and the industry a first pass on what Knowledge, Skills and Abilities (KSAs) may be required for effective participation.

Made available in DSpace on 2014-06-11T19:31:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-23Bitstream added on 2014-06-13T20:22:16Z : No. of bitstreams: 1 estrela_gq_dr_arafcl.pdf: 810516 bytes, checksum: 72a32b3700f8415999526367e210bb0b (MD5) / Esta tese analisa a formação acadêmica no curso de Administração da Fundação Universidade Federal de Rondônia – Campus de Porto Velho. A análise contempla a percepção de professores e de alunos concluintes, considerando dois aspectos básicos: o direcionamento do ensino para o desenvolvimento de Rondônia e as aprendizagens de habilidades e competências necessárias ao futuro administrador. Para tanto, investiga diferentes períodos históricos, a fim de compreender como se deu a implantação e expansão dos cursos de Administração no Brasil, e qual sua relação com o desenvolvimento. Devido à natureza qualitativa do trabalho, optou-se pelo estudo de caso, utilizando como instrumento de coleta dos dados entrevistas e aplicação de questionários a alunos e professores do curso, com os quais se procurou examinar sua percepção quanto à interligação do ensino com o desenvolvimento, e identificar quais são as competências e habilidades trabalhadas no processo de formação profissional dos futuros administradores. Para a análise documental foram considerados: pareceres, resoluções, diretrizes curriculares dos cursos de Administração do Brasil, e o mais recente projeto político pedagógico do curso de Administração da UNIR (2005). As análises se pautam pelas literaturas das áreas Administração e Educação. As fontes desses referenciais foram selecionadas em meio eletrônico, bibliotecas virtuais e sites de instituições, por exemplo, a Associação Nacional de Pós-Graduação e Pesquisa em Administração (ANPAD) e a Associação Nacional dos Cursos de Graduação em Administração (ANGRAD). Os resultados revelaram que é incipiente a contribuição do curso relativa ao desenvolvimento de Rondônia; apontam, ainda, insuficiência relativa à aquisição, pelos alunos, de competências e habilidades previstas no projeto pedagógico do curso e nas diretrizes... / This thesis analyzes the academic formation in the Administration Course of the Foundation Federal University, in Rondonia State, Porto Velho’ Campus. The analysis contemplated the teachers and finishing undergraduate students perceptions, considering two basic aspects: the targeting of higher education for the Rondonia’ State development and learning abilities and skills necessary for the future administrator. For both, investigated different historical periods, with the objective to understand how the deployment and expansion of Administration courses in Brazil, and what its relationship with development. Due to the qualitative nature of the work, was chosen by the case study, using as an instrument of data collection interviews and questionnaires applied to students and teachers of the course, which sought to examine their perception regarding the interconnection of the learning with the development, and identify what skills and abilities worked in the process of professional training of future administrators. For documental analysis were considered: opinions, resolutions, guidelines, curricular courses of administration in the Brazil, and the latest pedagogical political project of Administration course of the Rondonia University (UNIR/2005). Analyses uphold by the Literatures of Administration and Education areas. The research sources of these benchmarks were selected in electronic virtual libraries and institutions sites, e.g. National Association of Graduate Studies and Research in Management (ANPAD) and the National Association of Graduate Programs in Business Administration (ANGRAD). The results revealed that the contribution is incipient the course’ contribution concerning the Rondonia development; showed, moreover, inadequate on the acquisition, by students, skills and abilities listed in pedagogical project of the course and curriculum guidelines... (Complete abstract click electronic access below)

Die Corporate Governance Diskussion der letzten Jahre hat die Verantwortung der Unternehmensführung in den Mittelpunkt gestellt. Für mittelständische Familienunternehmen bedeutet dies, dass sie sich nicht nur ihrer Management-, sondern auch ihrer Eigentümerverantwortung bewusst werden müssen. Mit der Entwicklung von Gesellschafterkompetenz könnten sie ihrer Eigentümerverantwortung gezielt nachkommen. In der Praxis lässt sich dahingehend jedoch eine kaum systematische Vorgehensweise beobachten. Die Kompetenz der operativ tätigen Gesellschafter wird zwar wahrgenommen, spezifische Maßnahmen zur Entwicklung von Gesellschafterkompetenz werden jedoch kaum ergriffen. Dies gilt insbesondere für die nicht-operativ tätigen Gesellschafter und die Familienmitglieder, die ihre Gesellschafterrolle erst zukünftig wahrnehmen werden. Diese sollten nach der hier vertretenen Ansicht ebenfalls vorbereitet werden, indem sie in eine systematische Entwicklung von Gesellschafterkompetenz einbezogen werden. Neben den üblichen betriebswirtschaftlichen und rechtlichen Kompetenzen sollten auch Kenntnisse vermittelt werden, die der Komplexität des Familienunternehmens gerecht werden.:1 Kompetenzverteilung in mittelständischen Familienunternehmen 2 Verantwortung der Eigentümer 3 Systematische Ansätze fehlen 4 Pluridisziplinäres Know-how erwerben 5 Lösungsansätze für die Praxis 6 Fazit für das mittelständische Familienunternehmen

The paper aims to examine how the specific conditions in forest kindergartens may affect motor development of young children and to identify other daily life factors that may have an impact on motor development. A test of motor skills was used to compare results of children from forest schools and regular kindergartens. The work is based on theoretical knowledge about children's motor development, motor skills and abilities and various ways to test them. A set of motor tests was compiled to measure the level of motor skills in both types of kindergartens. The theoretical part provides the reader with characteristics of both types of schools to show how the conditions may vary and assess the differences. The comparison of the results of the tests shows that natural conditions for physical activities in forest kindergartens do not lead to better results in motor skills tests. The parents of participating children were given a questionnaire and the provided answers were then compared with the children's performance in the tests. This method proved that neither time actively spent with parents nor exercising in extracurricular activities have a significant effect on the motor level development of children. Key words Forest kindergarten, regular kindergarten, motor development, motor skills and abilities