Thesis (Doctoral)--Göteborgs universitet, 1995. / Includes bibliographical references (p. 196-206).

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 117-126).

Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 117-126). Also available in print.

Studien tar sin utgångpunkt i hur förskolans utomhusundervisning planeras och verkställs, och bildar kunskap om hur förskolans undervisning anpassas i de syften som finns i utomhusvistelsen. I studien visar informanternas beskrivningar att den dagliga utevistelsen på förskolegården innehåller en liten del av undervisning som är riktad mot specifika läroplansmål. Istället fokuserar förskollärarna på att barnen ska bli mer självständiga, välja aktiviteter och interagera med varandra samt utforska världen och sina egna förmågor. Motorik och hälsa anses vara viktigt på förskolegården, och den fria leken uppmuntras. Undervisning som sker utomhus och riktas mot förskolans läroplansmål bedrivs oftast utanför förskolegården och sker inte dagligen. Den spontana undervisningen tar mer plats innanför staketet.

Inledning   Denna studie handlar om hur tolv pedagoger från en förskola resonerar kring lekresponsiv undervisning, samt kring användandet av metoden i deras pedagogiska arbete. Studiens syfte Studiens syfte är att få mer kunskap om hur pedagoger i förskolan resonerar kring och använder lekresponsiv undervisning. För att få vårt syfte besvarat har följande frågeställningar skapats:   Vilken är pedagogernas syn på lekresponsiv undervisning? Hur använder pedagogerna lekresponsiv undervisning i sitt pedagogiska arbete? Vilka möjligheter och eventuella hinder ser pedagogerna med lekresponsiv undervisning? Metod I denna studie har vi använt oss av en kvalitativ enkätundersökning. För att få svar på studiens syfte och frågeställningar ansåg vi denna metod som lämplig för att kunna samla in relevant data. Studiens resultat Studiens resultat redovisas uppdelat i olika delar med enkätfrågorna som utgångspunkt, samt genom uppvisande av flertalet citat som lämnats av respondenterna. Resultatet visar att det finns en tydlig samsyn gällande hur dessa pedagoger resonerar kring lekresponsiv undervisning som metod, samt kring användandet av denna metod i deras pedagogiska arbete. Pedagogerna reflekterar över fördelar samt eventuella hinder som rör implementeringen av den lekresponsiva undervisningen i förskolan. Studiens resultat visar även att pedagogerna upplever trygghet i att använda metoden samt att de rekommenderar andra förskolor att arbeta med denna typ av metod i undervisningssyfte. / Introduction This study is about how twelve pedagogues from a preschool reason about play-responsive teaching, as well as about the use of the method in their pedagogical work. The purpose of the study The purpose of the study is to gain more knowledge about how educators in preschool reason about and use play-responsive teaching. To get our purpose answered, the following questions have been created: - What is the pedagogues' view of play-responsive teaching? - How do pedagogues use play-responsive teaching in their pedagogical work? - What opportunities and possible obstacles do educators see with play-responsive teaching? Method In this study, we have used a qualitative survey. In order to get answers to the study's purpose and questions, we considered this method suitable for collecting relevant data. The results of the study The results of the study are reported divided into different parts with the survey questions as a starting point, as well as by presenting the majority of quotes provided by the respondents. The results show that there is a clear consensus regarding how these pedagogues reason about play-responsive teaching as a method, as well as about the use of this method in their pedagogical work. The pedagogues reflect on the benefits and possible obstacles related to the implementation of the play-responsive teaching in the preschool. The results of the study also show that the pedagogues feel secure in using the method and that they recommend other preschools to work with this type of method for teaching purposes.

This anticipated piece of work named "Teaching Spanish in preschool and young school age is divided into two parts. The first part is the theoretical part and describes the evolutionary specifics of preschool and young school-aged children. The diploma thesis responds to very frequent question when is appropriate to start with teaching a foreign language. It also describes the advantages and disadvantages of teaching foreign languages in early age. It also pursues the issue how should be the teaching of a foreign language realized in preschool institutions and in the first grade of primary school. The second part of diploma thesis is a handbook for teaching Spanish in preschool age which is made on the basis of experimental method for teaching French.

Teaching, Why should we do it? This study deals with teaching in preschool. Is it really something that the preschool should be doing or do we risk a ‘schoolification’ of preschool? The survey also concerns language and language teaching in preschool. How do educators and principals view language? What does it mean for them and how do they view their language skills and language teaching skills to children. The survey investigates how the preschool works with teaching and how an educator works with the language to support the child in their language development. This survey also addresses how different preschools evaluate their activities and discusses how this affects the work with egalitarianism in preschool framed in the governing document curriculum for preschool 2018.

Human factor creates the greatest risk when working with people. Above all, to give a good example for future generations, it is necessary to select preschool teachers carefully. However, the role teachers play is not only to present a good example for children but to be also a colleague and team worker. Pre-school teachers are required to possess professional and personality competences. Therefore the process of recruitment and selection of teaching staff (followed by their adaptation in preschools) is one of the most important and difficult things in personnel management. Key staff, mangers and personnel officers are in charge of this process. It is highly important to be able to identify, evaluate and eliminate possible risks in the course of all recruitment process. To eliminate such risks is fundamental not only for key staff in education system. The aim of the paper is to define particular measures of prevention arising form identification and evaluation of possible risks during recruitment and selection of teaching staff school education, taking into account their future incorporation into the process of education. This papers reviews ways, procedures and experience of key staff in pre-schools creating background for successful recruitment and selection of useful team members. KEY WORDS:...

The thesis is devoted to the specificity of playing the piano preschool children. It combines the knowledge of developmental psychology, psychology of music and piano methodology with their reflection in practical teaching piano. The work is divided into five chapters, which i s based on key publications and developmental psychology of music in the Czech republic, theoretical works of contemporary piano teachers, piano course books and a survey carried out in the framework of a diploma thesis. The first chapter deals with the level of psychological development of preschool age and its reflection in piano lessons. The second chapter discusses the level of musical abilities of the child at the same age. Chapter three outlines further specifics in teaching pre-school children, dedicated to personalities of pupil and teacher as the main creators of the educational process, it refers to the methods used in teaching and not least about the role of parents in the education of their child. The fourth chapter summarizes the methodology selected piano teaching materials suitable for teaching children of preschool age. Final Chapter complements the work of the views of piano teachers on teaching preschool children.