Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Diante das dúvidas que envolvem as teorias subjetivas e como se articulam na educação e cuidados infantis, se compôs o objeto de investigação desta pesquisa. Seu principal objetivo foi dar visibilidade às crenças e valores de mães e professoras, de quatro instituições de educação infantil comunitária, do município de Duque de Caxias. Os instrumentos utilizados para a produção de dados foram: Dados da Unidade de Educação Infantil, Dados Pessoais (das mães e, de todas as professoras das instituições), Entrevista, Hierarquia dos cinco objetivos selecionados e, Questionário de Objetivos Educacionais (aplicados a 12 mães e 08 professoras). A análise evidencia algumas das crenças e valores de mães e professoras sobre: objetivos na educação das crianças; objetivos educacionais; estratégias sobre formas de educar; concepções de crianças autônomas, sensíveis, “ideal”, “fácil” e “difícil”; avaliação da eficiência de si mesmo e do outro na educação da criança; as diferenças de classe, de gênero, de raça; e, as definições de mães e professoras, para os objetivos educacionais. Neste movimento de análise e aprofundamento ressalta-se: o número insuficiente de vagas no município de Duque de Caxias; o direito à educação infantil; o pouco acesso da população à informação e às leis; a ausência/urgência de políticas públicas; as relações raciais e de gênero como importantes aspectos da educação infantil; as abordagens quantitativa e qualitativa na pesquisa; a pertinência do número de participantes e dos instrumentos; as alterações e limitações dos mesmos; sugestões de revalidação de instrumentos; e, a abrangência e aprofundamento de estudos envolvendo objetivos educacionais e, formação de professores. As análises e compreensões desenvolvidas nesta dissertação somam informações ao estudo transcultural desenvolvido pelo Projeto Brasil-Alemanha e contribuem para a construção de um sistema integrado de qualidade da Educação Infantil, ao investir na pesquisa educacional e na formação profissional. / Ahead of the doubts that involve the subjective theories and as if articulate in the education and children cares, if it composed the object of inquiry of this research. Its main objective was to give visibility to the beliefs and values of mothers and teachers, of four institutions of communitarian Childhood Education, in the city of Duque de Caxias. The instruments used for the production of data had been: Data of the Unit of Infantile Education, Personal datas (of the mothers and, of all the teachers of the institutions), Interview, Hierarchy of the five selected objectives and Questionnaire of Educational Objectives (applied the 12 mothers and 08 teachers). The analysis evidences some of the beliefs and values of mothers and teachers on: objectives in the education of the children; educational objectives; strategies on forms to educate; conceptions of children autonomous, sensible, "ideal", "easy" and "difficult"; evaluation of the efficiency of itself exactly and the other in the education of the child; the race, gender, class differences; and the definitions of mothers and teachers, for the educational objectives. In this movement of analysis and deepening it is standed out: the insufficient vacant number to the Childhood Education in the city of Duque de Caxias; the right to the Childhood Education; the little access of the population to the information and the laws; the absence/urgency of public politics; the racial relations and of gender as important aspects of the Childhood Education; the boardings quantitative and qualitative in the research; the relevancy of the number of participants and the instruments; the alterations and limitations of the same ones; suggestions of revalidation of instruments; the inclusion and deepening of educational objective studies involving and formation of teachers. The analyses and understandings developed in this thesis add information to the transcultural study developed by the Brazil-Germany Project and contribute for the construction of an integrated system of quality of the Childhood Education, when investing in the educational research and the professional formation.

<p> The current study examined the relationship between the dismissal of the young child with developmental delays (YCDD) from the individual educational plan (IEP) prior to kindergarten and later requalification for special education services. The primary purpose of the study was to provide stakeholder perceptions of current practices regarding meeting the needs of four former YCDD students. The perceptions came through interviews with former YCDD students, their parents, teachers, administrators and, additionally, data from interventions, state assessments and survey. </p><p> Data showed that the relationship between dismissal and requalification for services showed low achievement from all four former YCDD students. All four focus students did requalify for special education services. In addition, the stakeholder&rsquo;s perceptions revealed recurring themes and implications for practice. Given the small sample utilized for the current study, the findings may not be generalized to all children with a former YCDD diagnosis. Results provided implications for keeping the diagnosis through kindergarten transition and researching the study on a larger scale.</p><p>

<p> Three learning cycle science lessons were developed for preschoolers in an early childhood children&rsquo;s center in Costa Mesa, California. The lessons were field tested by both novice and experienced teachers with children ranging from three to five years old. Teachers were then interviewed informally to collect feedback on the structure and flow the lessons. The feedback was encouraging remarks towards the use of learning cycle science lessons for early childhood educators. Adjustments were made to the lessons based on teacher feedback. The lessons and their implications for preschool education are discussed. </p><p>

<p> This is an exploration of the perceptions and perspectives of early childhood leaders and practitioners with regards to preschool learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many preschool learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study has been done with regards to this age group, nor to pinpoint the perceptions and perspectives on the outcomes and process of teaching learners with autism in inclusive settings. </p><p> The main research question was, How, if at all, can andragogy learning theory be applied to inclusive education for preschool learners with autism? To answer this question, the researcher set up a standalone intervention experience for the study participants, utilizing two self-assessments and discussion group, with time for self-reflection. The stakeholders of the project included leaders, those that are in positions of authority in providing supports to preschool learners within the early childhood center; and practitioners, who are responsible to implement the supports for preschool learners in the early childhood center. A qualitative program evaluation was the research design utilized to measure both the program outcomes and processes. </p><p> The leaders and practitioners took the two self-assessments and from the second self-assessment tool, MIPI-PLA, individuals volunteered to participate in a focus group discussion. Eight themes emerged from the research analysis as barriers for inclusive education: support and preparedness, team collaboration, defined roles and responsibilities, learner engagement, communication differences, valuing learners with autism point of view, belief in learners with autism, and transformative learning/change. </p><p> The program evaluation found that andragogy learning theory provides support towards transformative change in beliefs, attitudes, and values with regards to preschool learners with autism engaged in inclusive opportunities. Ultimately, the experience of critical self-reflection through self-assessment provided the leaders and practitioners a different perspective regarding their assumptions of the preschool learner with autism and their capabilities in participating in an inclusive education experience.</p><p>

What relationship exists between working conditions and teacher turnover in child-care (early care and education) programs? Research has shown high staff turnover is a major factor affecting the quality of care. Using a new survey and data set I designed of union and randomly selected non-union programs in Massachusetts, I examine factors other than compensation that might be related to lower teacher turnover. Focusing on different institutional settings, including unionization and regional unemployment, I use economist Albert Hirschman's theory of exit, voice and loyalty to see if "voice" alternatives to quitting are an effective method of reducing exits. "Voice" alternatives studied include working relationships and practices between management and labor; identified paths for promotion and compensation; and processes for making decisions and addressing grievances. I discuss three research questions: What working conditions or practices affect teacher turnover in child-care programs in the private market? Results indicate the presence and type of worker voice affects teacher turnover. Programs with collective bargaining agreements have lower rates of turnover than those without. Unionized programs also employ more staff per child, pay higher wages, and serve a higher percentage of state-subsidized children. How does "voice" differ in nature and quantity across different types of workplaces? I find there is more voice in unionized programs. Also different voice practices are used in programs operating in a high-unemployment compared to a low-unemployment environment. What, if any, is the statistical relationship (correlation) between teacher turnover and voice, and how does this relationship vary across workplaces? My results show a consistently negative relationship between teacher turnover and voice in these workplaces even when controlling for wages. Programs with more voice aspects have less teacher turnover.

Education reform efforts in the last fifteen to twenty years at the state and federal levels have provisions for family/community involvement in the schools based on beliefs that partnerships lead to higher student achievement and better outcomes for students, parents and teachers. These requirements have embraced the concept of parent and community involvement in various forms including some aspects of school governance. The Massachusetts Education Reform Act of 1993 included this concept of participatory governance with the establishment of local school councils (LSC). The purpose of this qualitative case study was to describe the function and influence of local school councils on school improvement and to provide a better understanding of the role of parent/family and community involvement in those efforts. Data was gathered over a nine month period in three elementary schools in different communities through observation of school council meetings; interviews with various members of the school community, and review of relevant materials. Results of data analysis showed that the function and influence of local school councils on school improvement, and the impact of parent and community involvement on school council function were related to the overall culture of the school. Parent involvement in the school and parent influence on the work of the school council was strengthened by the relationship with the parent organization and other parent involvement activities in the school. The attitude and commitment to parent involvement present in the school culture, as well as, the efforts to recruit parent and community members with the resulting parity in membership also influenced the work of the school council. The results mirrored previous research that showed inconsistencies in the implementation of school councils across the country, that the evidence of their influence on school improvement has been limited, and that schools with existing parent involvement activities before the initiation of school councils had more positive influence on school improvement. Recommendations for further research in family-school relationships, training and oversight of school councils, training for educators, and the allocation of more state and local resources to support school improvement efforts are discussed.

The purpose of this study was to explore, describe and examine how early childhood teachers utilize and integrate the arts (music, drama, and visual arts) in teaching children ages 3 to 5. It also examined the formal and informal arts education background of early childhood teachers, the relationship between teacher training and educational practice and the role it plays in teachers’ use of music, drama and visual arts in their curriculum. Data was collected through the use of the Arts Integration Questionnaire (AIQ) and by observations, Arts Integration observation Protocol (AIOP). A total of 91 early childhood teachers completed the questionnaire; it included background information as well as general aspects of teacher’s knowledge about the arts, an exploration of the use of the arts in their classrooms, and an exploration of arts integration with other academic subjects. From those participants, 20 teachers were randomly selected to participate in the observations. The results of the study indicated that the majority of teachers have received formal and informal training in music, followed closely by visual arts, and very little in drama. Overall teachers were found to use music more than visual arts and drama in their classrooms; more time is spend on musical activities than in any other form. Again teachers preferred music because they considered it to be more beneficial than drama and the visual arts. This study revealed an array of reasoning behind the arts use in the classroom including addressing different learning styles, students’ preference, and stimulating students’ creativity. There was no statistical significant difference between a teacher’s background training and experience and their use of music and drama into their early childhood classroom. In the case of visual arts there is a statistical significant difference meaning that teachers need training and experience to help them develop an understanding of the visual arts. And finally teachers do integrate the arts with other academic subjects with the purpose of developing skills, explore roles, and to assess learning and understanding of concepts. Recommendations for professional development, teacher education, and further research are discussed.

To achieve multiple learning objectives, the ideal preschool activity center should promote development across all domains, from adaptive to social-communicative. Though early childhood practitioners describe the sensory table as capable of doing so, empirical accounts stand in stark contrast and suggest that it is a non-social functional activity. The intent of the present investigation was to reconcile this distinct dichotomy through the systematic manipulation of four sensory table substances (sand, soil, rocks, and water) and provision sets that differed in realism to determine their effect on preschoolers’ free play behavior. Preschoolers’ play forms and social participation were observed at the sensory table as they used a novel surface, which was introduced weekly without repetition, and either a set of minimally structured objects or realistic toys. Preschoolers’ play and social participation were indeed influenced by the arrangement of the table. The sand, water, and provision sets yielded the most salient effects. Sand pulled for more sophisticated cognitive and social play forms while water pulled for more rudimentary ones. Regarding provision sets, the highly structured toys pulled for the most mature cognitive play form while the minimally structured toys pulled for the most sophisticated social context. The highly structured toys, with realism that lent to specific themes, appear to have functioned as a thematic anchor and cultivated a greater occurrence of dramatic play as compared to the minimally structured objects, which pulled for more functional play. Conversely, the minimally structured toy set, containing objects that loosely represented realistic objects and/or were capable of multiple functions, fostered a greater amount of socialization through parallel, social, and social-constructive play. Aside from its motoric and adaptive value, findings from this investigation suggest that under certain ecological conditions the sensory table fosters the development of cognitive and social skills. Suggestions for early childhood education practitioners are provided.

The purpose of this study was to examine the effect of a literacy-based intervention on the conventional pretend play skills of preschool children who are visually impaired. The intervention involved experience books, real objects, story-reading, and role-play, which are common strategies used to teach children with visual impairments. A multiple-probe single case design across story sets was used to evaluate the effectiveness of the intervention. Two participants completed the study, one with low vision and one with no functional vision. Free play sessions were conducted during each visit to measure the effect of the intervention on the dependent variables, which required the participant to generalize behaviors from the intervention sessions. Data were analyzed within and across participants. Visual analysis showed an experimental effect with two of the three stories for the participant with low vision and no effect of the intervention with the second participant. A clear functional relationship was not demonstrated. Analysis of intervention sessions showed increases in the conventional pretend play of both participants, particularly the second participant, who showed no consistent change during free play sessions. Generalization to other material sets was not demonstrated. Maintenance data for both participants were limited, but promising in that both participants showed at least one instance of increased conventional pretend play after the end of the intervention. The findings from this study contribute to the knowledge of play skills of young children who are visually impaired. Additional research is necessary to further investigate the influence of each component of the intervention, the involvement of peers as play partners, and investigating other ways to experimentally measure pretend play. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2015. / December 8, 2015. / pretend play, single-case design, visual impairment / Includes bibliographical references. / Sandra Lewis, Professor Co-Directing Dissertation; Amy Guerette, Professor Co-Directing Dissertation; Tom Welsh, University Representative; Mary Frances Hanline, Committee Member; Sarah Ivy, Committee Member.

A mixed-method explanatory sequential design utilizing surveys and interviews conducted at three Florida library systems examines caregivers’ perceptions of emergent literacy programming, how these perceptions compare with the National Research Council’s Features for Quality Programs for children, and what is their motivation for attending these programs. The results from the survey and interview reveal that caregivers’ perceptions of emergent literacy programming align with the National Research Council’s Features for Quality Programs. The data shows caregivers’ perceptions are very positive toward emergent literacy programming in terms of learning and the environment. Themes emphasized in the interviews on why caregivers are motivated to attend include socialization, getting out of the house, and free access. The results of these surveys and interviews will inform public libraries as to how to design, market, and deliver emergent literacy programming to caregivers with very young children. / A Dissertation submitted to the School of Information in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2016. / September 29, 2016. / Caregivers, Emergent Literacy, Motivation, National Research Council, Public Library Programming, Self-Determination Theory / Includes bibliographical references. / Melissa Gross, Professor Directing Dissertation; Juliann Woods, University Representative; Marcia A. Mardis, Committee Member; Lorri Mon, Committee Member.