This study describes and evaluates the possible stress experience of a child in his/her middle–childhood years during an social work interview in forensic practice. The possible use of a music intervention was investigated in order to alleviate the stress levels of a child while being interviewed. The function of a social worker in forensic practice is to gain information from the alledged victim about the alleged abuse during two to at the most three interviews. Various factors may influence this process. Children undergoing a forensic assessment are possibly experiencing residual stress as a result of the trauma he/she has experienced, his/her cognitive appraisal of the event, or the interview itself. Furthermore, the cognitive development of a child in the middle–childhood years also influences his/her statement. The research was aimed at determining: – the presence of stress in a child while being interviewed in forensic practice – whether the introduction of a music intervention during the interview in forensic practice can alleviate the stress levels of a child – whether a lower stress level in a child results in a more complete and applicable statement The experimental and the control group consisted of six participants each. They were obtained from the case load of the researcher. Participants were allocated to the experimental and control group alternatively in the order in which they were referred for assessment. The participants of the experimental group were exposed to Mozart’s serenade, Eine Kleine Nachtmusik (Serenata no 13 in G major). The participants of the control group were not exposed to a music intervention. The data collection included: – Pulse and blood pressure measurement – A self–developed stress scale to evaluate the participants' bodily experience of stress – A self–developed rating scale to determine the participants' non–verbal stress–related behaviour – A self–developed rating scale to measure the qualitative aspect of the participants' statements The research results cannot be generalised due to the small test sample group. However, certain tendencies could be identified. According to the research results a child in his/her middle–childhood years does not experience excessive stress during interviews in forensic practice. This finding is based on the fact that the pulse and blood pressure measurements were within normal limits. However, the pulse rate of the experimental group was lower during the post–measurement. This could indicate that, to a certain extent, the experimental group's participants felt more relaxed. In addition, the presence of a music intervention had a positive effect on the behaviour of the experimental group's participants during the interviews, in that their behaviour was less disruptive. This may indicate that they felt more relaxed during the interview. The presence of a music intervention during interviews in forensic practice also appears to lead to a slightly better quality of statements. If a better quality statement can be obtained from the child it will result in better service to the courts and, indirectly, to the child. Further studies should follow up on these tendencies. / Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2011.

No description available.

Young children’s peer interactions involve their use of interactional resources to organise, manage and participate in their social worlds. Investigation of children’s employment of interactional resources highlights how children participate in peer interaction and their social orders, providing insight into their active construction and management of their social worlds. Frequently, these interactions are described by adults as ‘play’. The term play is often used to describe children’s activities in early childhood education, and constructed in three main ways: as educative, as enjoyable, and as an activity of children. Play in educational settings is often constructed, and informed by, adult agendas such as learning and is often part of the educational routine. This study shows how children work with a different set of agendas to those routinely ascribed by adults, as they actively engage with local education orders, and use play for their own purposes as they construct their own social orders. By examining children’s peer interactions, and not describing these activities as play, the focus becomes the construction and organisation of their social worlds. In so doing, this study investigates some interactional resources that children draw upon to manage their social orders and organise their peer interactions. This study was conducted within an Australian, non-government elementary school. The participants were children in a preparatory year classroom (children aged 4 – 6 years). Over a one month period, children’s naturally occurring peer interactions within ‘free play’ were video-recorded. Selected video-recorded episodes were transcribed and analysed, using the approaches of ethnomethodology, conversation analysis and membership categorization analysis. These methodologies focus on everyday, naturalistic data, examining how participants orient to and produce social action. The focus is on the members’ perspectives, that of the children themselves, as they interact. Ethnomethodology, conversation analysis and membership categorization analysis allow for in-depth examination of talk and action, and are used in this study to provide a detailed account of the children’s interactional strategies. Analysis focused on features of children’s situated peer interaction, identifying three interactional resources upon which the children drew as they constructed, maintained, and transformed their social orders. The interactional resources included: justification; category work, in particular the category of mother; and the pretend formulation of place. The children used these interactional resources as a means of managing peer participation within interactions. First, the children used justification to provide reasons for their actions and to support their positions. Justifications built and reinforced individual children’s status, contributing to the social organisation of their peer group. Second, the children negotiated and oriented to categories within the pretend frame of ‘families’. The children’s talk and actions jointly-constructed the mother category as authoritative, enabling the child, within the category of mother, to effectively organise the interaction. Third, pretense was used by the children to negotiate and describe places, thus enabling them to effectively manage peer activity within these places. For a successful formulation of a place as something other than it actually was, the children had to work to produce shared understandings of the place. Examining instances of pretense demonstrated the highly collaborative nature of the children’s peer interactions. The study contributes to sociological understandings of childhood. By analysing situated episodes of children’s peer interaction, this study contributes empirical work to the sociology of childhood and insight into the interactional work of children organising their social worlds. It does this by closely analysing social interactions, as they unfold, among children. This study also makes a methodological contribution, using ethnomethodology, conversation analysis, and membership categorization analysis in conjunction to analyse children’s peer interactions in an early childhood setting. In so doing, the study provides alternative ways for educators to understand children’s interactions. For example, adult educational agendas, such as the educative value of play, can be applied to examine children’s family play, highlighting the learning opportunities provided through pretend role play, or indicating children’s understanding of adult roles. Alternatively, the children’s interaction could be subjected to fine-grained analysis to explicate how children construct shared understandings of the category of mother and use it to organise their interaction. Rather than examining the interaction to discern what children are learning, the interaction is examined with a focus on how children are accomplishing everyday social practices. Close analysis of children’s everyday peer interaction enables the complex interactional work of managing, and participating in, social order within an early childhood setting to be explicated. This offers educators insight into children’s social worlds, described not as play, but as the construction and negotiation of social order.

Diss. (sammanfattning) Stockholm : Karol inst., 2003. / Härtill 6 uppsatser. ISBN tilldelat efter tryckningen.

Diss. (sammanfattning) Stockholm : Karol. inst., 2003. / Härtill 5 uppsatser.

Staatsexamensarbeit - Universität, Marburg, 2005. / Includes bibliographical references and sources and register.

Made available in DSpace on 2016-06-02T19:35:40Z (GMT). No. of bitstreams: 1 3009.pdf: 2906186 bytes, checksum: 1478ac9613bc0e97d35e8590e173e955 (MD5) Previous issue date: 2010-04-09 / The main issue in this dissertation is the process of child s cultural development in primary school (from 0 to 5 years old). We aimed at identifying whether the school and family contribute to children s cultural development, and how this process occurs, through the analysis of concepts from the children themselves, the teachers, the school director, the educational staff, school officials and students parents. The methodological procedures used were based on a qualitative approach; we collected data through semi-structured interviews and questionnaires. Cultural-Historical Theory served as the theoretical foundation for our work; therefore, we believe that cultural development results from appropriations and objectifications made by individuals from their social relations throughout life. Cultural development is a condition for individuals humanization. The data analyzed stated that the school and the family contribute to children s cultural development; however, this contribution was not so intentional or systematic. The social function of Primary School expressed by different participants in the survey was very similar and emphasized the role of school in children s preparation for Intermediate school (6-13 years old), and in the development of values and rules for living together. We realized that playing was appreciated both by children and adults, but children valued this activity by itself while adults often considered playing as a resource for learning school subjects, or simply as a way of occupying child s free time. Children s and adult s access to culture was restricted and limited, particularly to television, and that impoverished their possibilities of cultural development. Artistic and cultural activities were interpreted as didactical and pedagogical resources, and were rarely associated with leisure, fun, broadening of worldview, and thus, with cultural development. We hope, with the analysis undertaken in this research, to contribute to the thinking on the democratic and revolutionary dimension of the school in what concerns its role as an institution that should offer opportunities of access to increasingly sophisticated knowledge and experience, so that all children perform appropriations and objectifications that could result in their growing and continuous cultural development aimed at building a fairer and more equitable society. / O problema central desta tese é o processo de desenvolvimento cultural da criança na Educação Infantil. Buscamos identificar se a escola e a família contribuem para o desenvolvimento cultural das crianças e de que forma esse processo ocorre, a partir da análise das concepções das próprias crianças, das professoras, da diretora, das agentes educacionais, dos funcionários da escola e dos pais de alunos. Os procedimentos metodológicos utilizados se fundamentaram em abordagem qualitativa, coletamos os dados por meio de entrevistas semiestruturadas e questionários. A Teoria Histórico-Cultural serviu de fundamentação teórica para nosso trabalho, deste modo, concebemos que o desenvolvimento cultural resulta das apropriações e objetivações realizadas pelos indivíduos a partir das relações sociais que estabelecem ao longo de sua vida. O desenvolvimento cultural é condição de humanização dos indivíduos. Os dados analisados enunciaram que a escola e a família contribuíam para o desenvolvimento cultural das crianças, todavia, essa contribuição ocorria de forma pouco intencional e sistematizada. A função social da Educação Infantil expressa pelos diferentes participantes da pesquisa foi bem semelhante e enfatizava o papel de preparação da criança para o Ensino Fundamental e o desenvolvimento de valores e regras de convivência. Verificamos que a brincadeira era valorizada tanto pelas crianças como pelos adultos, porém, as crianças valorizavam essa atividade por ela mesma e os adultos, muitas vezes, consideravam a brincadeira como um recurso para a aprendizagem de conteúdos escolares ou simplesmente uma forma de ocupar o tempo livre da criança. O acesso das crianças e dos adultos aos bens culturais era restrito e limitado, em especial à televisão, e isso empobrecia as possibilidades de desenvolvimento cultural deles. As atividades artísticas e culturais eram interpretadas como recurso didático-pedagógico e raramente se vinculavam ao lazer, ao divertimento, a ampliação da visão de mundo e consequentemente ao desenvolvimento cultural. A partir das análises empreendidas nesta pesquisa, esperamos contribuir para a reflexão sobre a dimensão democrática e revolucionária da escola no sentido de que cabe a essa instituição oferecer oportunidades de acesso a conhecimentos e experiências cada vez mais sofisticados para que todas as crianças realizem apropriações e objetivações que resultem em seu crescente e continuo desenvolvimento cultural com vistas à construção de uma sociedade mais justa e igualitária.

Made available in DSpace on 2016-06-02T19:35:51Z (GMT). No. of bitstreams: 1 5416.pdf: 2632192 bytes, checksum: ba15bebd999b617129dc0796996f7ec3 (MD5) Previous issue date: 2013-02-28 / The thesis presented here aims to identify which are the learning processes on teacher formation and how them take place, for kindergarten teachers that work specifically with children 0 to 3 years old, at different educational institutions. Through the analysis of the responses given to a structured interview, developed by the researcher, besides communicative reporting and discussion groups guided by the principles of Dialogic Learning, some aspects of the pedagogical practice of six volunteer kindergarten teachers from different educational institutions (one local public, one private and one connected to a public university) have been analyzed; the moments offered by educational institutions that provide training in service for these teachers have been identified; and the obstacles/challenges faced by these teachers on their daily work at the different institutions were identified and analyzed. The techniques for information gathering and the procedures to analyze them respected the postulates of the Critical Communicative Methodology (CCM), developed by the Special Center of Theories and Practices of Overcoming Inequalities (CREA), University of Barcelona, and which is present in researches since the 1990s in Europe. In Brazil it is utilized by the Nucleus of Investigation and Social and Educational Action (NIASE) from Federal University of Sao Carlos (UFSCar) since 2002. This methodology aims to provide a dialogue between the researcher s scientific knowledge and the volunteer teachers practical knowledge. The analyses were guided by the interpretation and description of information between researchers and volunteer teachers, considering the selected social and educational theories, the hypothesis, and the objectives of the research. The conclusions and perspectives found support the hypothesis that indicated failures on initial formation of teachers working with 0 to 3 years old children. These failures are overcome after their professional insertion on the educational institution, and we denominated them as learning processes at the institution . The sources of these learning processes are: the teacher initial reception at the institution; the relationships with their peers, with children and with children s families; the infrastructure offered by the institution, the teacher s work support staff at the institutions; the moments of study and training on the institution and others provided by the institution, and finally, the institutional pedagogic proposal. Beyond the knowledge fonts, it was possible to identify positive practices adopted in a specific institution which allowed suggesting changes to provide maximum learning for children, teachers and families. / A tese, que aqui se apresenta, tem como objetivo identificar quais são e como acontecem as aprendizagens que decorrem na formação docente, de professoras da educação infantil, para trabalhar especificamente com crianças de zero a três anos, em diferentes instituições de educação infantil. Buscou-se conhecer por meio de respostas a um roteiro de entrevista, realização de relatos comunicativos e grupo de discussão, pautados nos princípios da Aprendizagem Dialógica: aspectos da prática pedagógica de seis professoras de crianças de zero a três anos nas diferentes instituições de educação infantil: pública municipal, particular/privada e pública universitária (ligada a uma Universidade Pública); identificar e analisar momentos oferecidos pelas instituições de educação infantil que propiciam a formação, em serviço, destas professoras e identificar e analisar os obstáculos/desafios que são enfrentados por estas professoras no seu trabalho cotidiano, em diferentes instituições de educação infantil. As técnicas para coleta de informações, bem como os procedimentos para análise destas, respeitam os postulados da Metodologia Comunicativo-Crítica (MCC). O primordial nesta Metodologia é proporcionar o diálogo entre os conhecimentos científicos apresentados pela pesquisadora e os conhecimentos do mundo da vida apresentados pelas professoras colaboradoras. As análises pautaram-se na interpretação e descrição das informações entre pesquisadora e professoras colaboradoras, considerando-se as teorias sociais e educativas selecionadas, a hipótese e os objetivos da investigação/pesquisa/estudo. As conclusões e perspectivas encontradas confirmam a hipótese lançada ao considerar possíveis falhas na formação inicial das professoras para o trabalho com crianças de zero a três anos. Essas falhas são superadas na inserção institucional como profissionais e estas superações denominamos aprendizados na instituição . As fontes deste aprendizado são: o acolhimento inicial recebido pela professora na instituição, as relações com os pares, as relações com as crianças, as relações com os familiares, a infraestrutura oferecida pela instituição, a equipe de apoio ao trabalho docente presente na instituição, os momentos de estudo e formação que acontecem na instituição e aqueles promovidos por esta, e finalmente a proposta pedagógica institucional. Para além das fontes de aprendizado, nos foi possível identificar práticas positivas adotadas em determinada instituição que nos serviram para sugerir mudanças para o oferecimento da máxima aprendizagem às crianças, professoras e familiares.

This dissertation is part of the Education and Arts research line in the Post Graduate Program in Education at the Education Center of the Federal University of Santa Maria. This research used a qualitative approach, with the application of semi-structured interviews for data collection, in order to understand the conceptions and actions of the pedagogic coordinators working inside the city schools of Santa Maria / RS. Two criteria were utilized - spatial proximity and availability to be part of the research process. I chose to interview pedagogic coordinators working in schools in Camobi, a neighborhood in Santa Maria/RS. Nine institutions matched the spatial proximity criteria, and all nine pedagogic coordinators agreed to become part of the research. This work is divided in five chapters, dealing, respectively, with (1) school democratic management, in which I consider the pedagogic coordination in the school context and in relation to the processes of administration; (2) Musical Education in the initial years, presenting aspects of Musical Education at this level of instruction, since the LDB 9.394/96 and the PCN-Arte, and approaching the role of teachers working in the initial years with the teaching of Music, as well as showing the functions music can have in school; (3) research methodology, in which I refer to the methodological paths takes to the accomplishment of this dissertation; in (4) pedagogic coordinators: brief description, there are outlines of the participants; and (5) discussion of the results, chapter in which I write about the results found by the research in relation to the intended goals. / A presente dissertação insere-se na linha de pesquisa Educação e Artes do Programa de Pós-Graduação em Educação do Centro de Educação da Universidade Federal de Santa Maria. Visando compreender concepções e ações de coordenadores pedagógicos, atuantes em escolas da rede municipal da cidade de Santa Maria/RS, sobre a Educação musical nos anos iniciais do ensino fundamental, a pesquisa realizou-se mediante enfoque qualitativo, com o uso da entrevista semi-estruturada na coleta dos dados. A construção da amostra de pesquisa ocorreu através dos critérios de proximidade espacial e disponibilidade de participação no processo de pesquisa, optando-se por entrevistar coordenadores pedagógicos atuantes em escolas localizadas no bairro Camobi de Santa Maria/RS. Nove instituições corresponderam a esse critério de proximidade espacial, sendo que todas as coordenadoras pedagógicas atuantes nas respectivas instituições aceitaram participar da pesquisa. O trabalho está dividido em cinco capítulos: (1) gestão democrática escolar, em que discorro sobre a coordenação pedagógica no contexto escolar e sua relação com os processos de gestão; (2) Educação musical nos anos iniciais, no qual apresento aspectos sobre a Educação musical neste nível de ensino, a partir da LDB 9.394/96 e do PCN-Arte, abordando sobre o papel dos professores atuantes nos anos iniciais no que se refere ao ensino de Música, assim como as funções que a música pode assumir na escola; (3) metodologia da pesquisa, onde relato os caminhos metodológicos percorridos para a realização da dissertação; faço um esboço das participantes da pesquisa em (4) as coordenadoras pedagógicas: breve retrato; (5) discussão dos resultados, capítulo no qual discuto os resultados encontrados na pesquisa, tendo em vista os objetivos propostos.

[pt] Essa pesquisa versa sobre o ensino de Ciências nos anos iniciais do ensino fundamental, tomando para investigação aspectos pertinentes ao ensino da disciplina a partir da implementação, em 2009, de novas políticas governamentais na Rede Municipal de Educação do Rio de Janeiro. Tais políticas se referem à inclusão de Ciências nas avaliações em larga escala, à formulação e distribuição de materiais pedagógicos nas escolas e à implementação de programas em parceria com Organizações da Sociedade Civil de Interesse Público (OSCIP), que vigoraram até 2013, o Programa Cientistas do Amanhã e o Programa Ciência Hoje de Apoio à Educação. Trata-se de uma pesquisa qualitativa, que utiliza como procedimentos metodológicos entrevistas semiestruturadas, consulta a documentos públicos e visita a duas escolas da Rede. No eixo de políticas públicas, o principal referencial de análise é a abordagem do ciclo de políticas de Ball e Bowe (1992), que compreende os processos a partir de suas perspectivas macro e micro. No eixo do ensino de Ciências, a análise é feita sob a ótica do conceito de Alfabetização Científica, defendido por autores como Chassot (2000 e 2003), Lorenzetti e Delizoicov (2001), Krasilchik e Marandino (2004), Carvalho e Sasseron (2011). Sob a perspectiva dos atores educacionais, busca-se conhecer a prática atual no ensino de Ciências e o processo de desenvolvimento das políticas nos diferentes contextos de análise, percebendo a sua influência sobre o ensino. O estudo demonstrou que as políticas de caráter performático influenciaram o ensino de Ciências, estabelecendo diferenças entre os anos escolares, e que, embora tenham atribuído obrigatoriedade à disciplina nos quarto e quinto anos, não promoveram a Alfabetização Científica, voltando-se, prioritariamente, para a produção de índices de desempenho e o estímulo a práticas condizentes com uma concepção tradicional de ensino. Os programas de parceria foram considerados adequados pelos professores em relação aos materiais pedagógicos e estratégias de ensino, como a utilização de atividades investigativas e textos científicos. A ressalva é de que os mesmos foram implantados sem considerar a realidade das escolas e em dissonância com as demais propostas da Rede, dificultando sua plena realização. Efetivados como projetos de parceria da Secretaria de Educação e não das escolas, os programas não deixaram legado significativo após seu término. Conclui-se ser necessário uma reavaliação das atuais políticas educacionais para que o ensino de Ciências contribua efetivamente com a Alfabetização Científica e que estas só poderão lograr êxito se forem desenvolvidas em conformidade com a realidade das escolas e os governantes buscarem meios para a participação dos professores em todo o processo. / [en] This research deals with the teaching of science in the first years of elementary school, taking to research aspects relevant to the teaching of the discipline from the implementation, in 2009, of new policies aimed at Municipal Secretary of Education of the city of Rio de Janeiro. These policies refer to the inclusion of the discipline of Science in large-scale evaluations, to the formulation and distribution of teaching materials at schools and to the implementation of programs in partnership with Civil Society Organizations of Public Interest (OSCIP), which lasted until 2013, the Programa Cientistas do Amanhã and the Programa Ciência Hoje de Apoio à Educação. This is a qualitative research, which uses semi-structured interviews as methodological procedures, in addition to consulting public documents and visits to schools. At the public policies axis, the main analytical framework is Ball and Bowe s policy cycle approach (1992), which understands the processes from their macro and micro perspectives. In the axis of the teaching of Sciences, the analysis is made from the point of view of the concept of Scientific Literacy, defended by authors like Chassot (2000 and 2003), Lorenzetti and Delizoicov (2001), Krasilchik and Marandino (2004), Carvalho and Sasseron (2011). From the perspective of the educational actors, it is sought to know the current practice in teaching science and the process of policy development in the different contexts of analysis, perceiving its influence on teaching. The study demonstrated that the performatic policies influenced the teaching of Sciences, establishing differences between the school years, and that, although they have given compulsory discipline to the 4 th and 5 th years, they did not promote Scientific Literacy, turning primarily to the production of performance indexes and the stimulation of practices consistent with a traditional conception of education. The partnership programs were considered adequate by teachers in relation to teaching materials and teaching strategies, such as the use of research activities and scientific texts. The caveat is that they were implemented without considering the reality of the schools and in dissonance with the other proposals, hindering its full realization. Accomplished as partnership projects of the Municipal Secretary of Education and not of the schools, the programs did not leave significant legacy after its end. It is concluded that a reassessment of the current educational policies is necessary so that the teaching of Sciences contributes effectively to the Scientific Literacy and that these can only be successful if developed in accordance with the reality of schools and if the rulers seek means to include the participation of teachers in the whole process.