Children benefit in many ways from play. Play provides children with an excellent way to express their feelings and conceptions of the world in which they live. Play also provides a forum in which researchers can capture, understand and interpret children's voices and views. Like many countries around the world, Vietnam is currently reforming their early childhood education curriculum to provide a play-based, child centred and outcomes focused approach to early childhood education. In order to capture children's interest and promote child initiated and directed learning, educators and policy makers need to consider how children interpret their personal play lives. This study presents data from children's programs in nine kindergartens and cultural programs in Hanoi and Ho Chi Minh City. Children's drawings and stories were collected to document young children's conceptions of play in Vietnam at the turn of the millennium. Through these 353 drawings and stories, key themes in the children's play lives were identified. The purpose of this study is to examine children's views about play. What do they like to play? How do they define play? How are young Vietnam's children's conceptions of their play influenced by cultural attitudes and expectations? In addition, the study proposes some new play-based, child centred and outcomes focused approaches to curriculum development for Vietnamese early childhood programs.

This thesis ``Miroslav Raichl {--} his work for children{\crq}s choirs{\crqq} consists of five parts. The first one is devoted to composer{\crq}s life, work and awards. The second part and the third part cover a list and an ordination of his compositions, the second one is focused on vocal works and the third one on instrumental works. The fourth part contains the analysis of the song cycle called ``Merry Theory`` and the last part describes the result of a small research of awareness of Miroslav Raichl and his compositions among conductors of children{\crq}s choirs at primary schools and artistic schools in Náchod region, his native land. The aim of the thesis is in drawing attention to the remarkable Czech composer Miroslav Raichl, to his contribution for children{\crq}s choirs.

Studiens syfte är att bidra med kunskap om barns inflytande i förskolan utifrån förskollärarens perspektiv. Jag strävar efter att göra detta genom två frågeställningar: Vad innebär inflytande för förskollärare? Och, hur anser förskollärare att de skapar möjligheter för barns inflytande? För att besvara frågeställningarna skickades fyra frågeformulär ut och fyra telefonintervjuer genomfördes, samtliga riktade mot förskollärare. Materialet transkriberades sedan för att sammanställas. Studiens resultat visar att barn får inflytande i olika utsträckning beroende på situation och förutsättningar. Samtliga förskollärare strävar efter att barn ska få inflytande men det framgår även att verksamhetens rutiner, förskollärares förhållningssätt och barns åldrar kan vara hinder för detta. Den slutsats jag dragit av min studie är att samtliga förskollärare arbetar för att ge barn inflytande utifrån de förutsättningar som finns i verksamheten. Förskollärarna är medvetna om de hinder som finns och det framgår genom min studie att de använder olika arbetssätt för att försöka kringgå dessa. / The study aims to contribute knowledge about children's influence in preschool from preschool teacher’s perspective. I aim to do this through two issues: What does influence mean to preschool teachers? And, how do preschool teachers consider themselves creating opportunities for children's influence? In order to examine the issues, four questionnaires were sent out and four telephone interviews were conducted, all directed to preschool teachers. The material was then transcribed to be summarized. The results show that children receive influence in varying degrees depending on the situation and circumstances. All preschool teachers strive for children to have influence, but it is apparent that the preschool practices, preschool teachers' attitudes and children's ages may be obstacles. The conclusion I drew from my study is that all preschool teachers work to give children influence on the conditions that exist in the preschool. The preschool teachers are aware of the obstacles and I reveal through my study that they use different approaches to try to circumvent them.

Made available in DSpace on 2016-06-02T19:52:01Z (GMT). No. of bitstreams: 1 DissEDRG.pdf: 2933228 bytes, checksum: b52a46eb90051819028742127c93e984 (MD5) Previous issue date: 2004-05-31 / This work contributes for the project and planning of children s schools, searching a project method that it makes possible to structuralize the facilities in function of the carried through productive activities. The objective is to analyze the use of the for facilities planning methods, into project of children s schools, its viability, effectiveness, necessity and particularity. This analisys objective to conceive children s schools through a scientific method that guarantees of its productive performance. Initially it is made a study of existing methods of facilities planning, its content and its applications, for election of a method that better get adapted to the project of children s schools. Also a study on the children education is carried through, service that guides the planning of the object of this study, children s schools. Beyond these, a study is become fulfilled on the inquiry of the activity of work, that will guide the practical ones of inquiry of the chosen object for this study. After the chosen method, a study of case in a school on the São Carlos City to prove the application of the method, its necessity and efficiency. One result identified was the lack of knowledge of the demand and its characteristics to it in the city, a determination of the installations on the services and a series of particularities for the application of the method in schools it was also verified that the application of the project method chosen is viable and necessary for the construction of children s schools. / Esse trabalho contribui para o projeto e o planejamento de escolas de educação infantil, buscando um método de projeto que possibilite estruturar as instalações, em função das atividades produtivas realizadas. O objetivo é analisar o emprego dos métodos para o planejamento de situações produtivas no projeto de escolas de educação infantil, sua viabilidade, eficácia, necessidade e especificidades. Essa análise visa possibilitar a concepção de escolas de educação infantil, através de um método científico, garantindo seu desempenho produtivo. Realiza-se inicialmente, um estudo dos métodos de projetos de situações produtivas existentes, seus escopos e suas aplicações, para selecionar o método que melhor se adapte ao projeto de escolas de educação infantil. Também é realizado um estudo sobre a educação infantil, serviço que norteia o planejamento das escolas de educação infantil, que é o objeto desse estudo. Além desses, realiza-se um estudo sobre a investigação da atividade de trabalho, que irá orientar as práticas de investigação do objeto escolhido para esse estudo. A partir do método escolhido, é feito um estudo de caso numa escola do Município de São Carlos para provar a aplicação do método, sua necessidade e eficiência e especificidade. Como resultado identificou-se a falta de conhecimento da demanda e suas características por parte do município, uma determinação das instalações sobre os serviços e uma série de especificidades para a aplicação do método em escolas. Verificou-se também que a aplicação do método de projeto escolhido é viável e necessária para a construção de escolas de educação infantil.

Det finns idag brister kring hur barn görs delaktiga i sitt eget ärende i kontakt med socialtjänsten. Syftet med denna studie var därför att undersöka hur socialsekreterare beskriver hur de arbetar med barns delaktighet i praktiken. Detta gjordes genom kvalitativa intervjuer med sex socialsekreterare. Barnens röster kring hur de kan uppleva kontakten med socialtjänsten har i denna studie gjorts hörda genom citat från tidigare publicerad litteratur. För studiens analys har Shiers delaktighetsmodell använts.Det studien visar är att barn görs delaktiga kring delar av ärendeprocessen, men det förefaller som att delaktigheten är bristfällig när det rör beslut om insats och dess innehåll. Det informanterna lyfter som en negativ påverkande faktor i arbetet med att göra barn delaktiga är framförallt tidsbristen. I studien framkommer även att det i organisationernas riktlinjer finns en otydlighet kring hur och i vilken omfattning barn ska göras delaktiga. Dessutom saknas det en klar definition av vad barns delaktighet innebär. / Today there are deficiencies about how children are involved in their own case in contact with the social services. The purpose of this study was therefore to investigate how social workers describe how they work with childrenʼs participation in practice. This was done through qualitative interviews with six social workers in Skane. In this study, the childrenʼs voices on how they can experience the contact with the social services have been heard through quotations from previously published literature. For the studyʼs analysis, Shierʼs pathways to participation has been used. What the study shows is that children are involved in parts of the case process, but it seems that participation is deficient when it comes to decisions on treatment and its content. What the informants highlight as a negative influencing factor in the work of involving children is, above all, the lack of time. The study also shows that there is an ambiguity in how and to what extent children should be involved in the organizationsʼ policies. In addition, there isnʼt a clear definition of what childrenʼs participation entails.

Abstract The aim of this study is to retrieve knowledge about how teachers in the preschool talk about children’s participation and influence in the work of pedagogical documentation, and what they think about children’s integrity associated whit it. I have used qualitative interview as method, and I have interviewed five teachers from four different preschools. The result from my study shows that the teachers don’t see so much of children’s participations and influence in the work of pedagogical documentation. One contributor to that they think is the less of time. The teachers however, would like to let the children take more part of and have more influence in the documentation. They also believe that documentation cannot be pedagogical until you’ve done something whit it. When it comes to children’s integrity in the pedagogical documentation, the teachers feel like they don’t see to it as much as they should do. The teachers have a clear view on what pedagogical documentation is and how children’s participation and integrity should be in it, but they aren’t there just yet. / Sammanfattning Syftet med denna studie är att bidra med mer kunskap om hur förskollärare tänker om barns delaktighet och inflytande i den pedagogiska dokumentationen, samt hur de tänker om barns integritet i samband med den. Jag har använt mig av en kvalitativ intervjustudie, där jag har intervjuat fem stycken förskollärare från fyra olika förskolor. Resultatet av min studie visar att förskollärarna inte ser så mycket av barns delaktighet och inflytande i dagens dokumentation, en bidragande faktor till det anser de vara bristen på tid. Förskollärarna skulle däremot vilja låta barnen vara mer delaktiga och ha ett större inflytande i dokumentationen, då de anser att en dokumentation inte blir pedagogisk förrän man gjort något med den. När det kommer till barns integritet i den pedagogiska dokumentationen, känner förskollärarna att de inte ser till den lika mycket som de kanske borde. Förskollärarna har en tydlig syn på vad pedagogisk dokumentation är och hur barns delaktighet och integritet i den borde vara, men de är inte riktigt där än.

The purpose of this study is to investigate how children's literature used at preschool, focusing on social interaction between the children ́s and between the children and the educators. Through interviews and observations at four preschools, we studied the way in which teachers and children made use of children's literature.We propose the following questions: In wich way does the preschool teachers using the children’s literature at preschoolin a verbally interaction? What is the purpose when the educators using the childrens’s literature? How is the children using the literture that exist at the preschoolin a social interaction? This study is based on a qualitative method with interviews, observations and audio recordings. Our theoretical approach to this study is the socio -Cultural perspectiveLearning and development by Lev Vygotsky. We will also use John Dewey, highlight the concept of experience.

My essay is an attempt to describe how complicated it can be to follow the rules and maintain boundaries without obstructing the children in their creative development. The aim is to highlight my approach and emphasize the importance of growing up in a kindergarten with standards and values which may not always coincide with their own opinion. I begin my essay with two stories about Emil five years, defying the rule of not climb up the climbing frame roof and Emma for three years, who are keen to spin on the swing, but followour rule and refrain. I wonder what it is that drives some kids to go against the rules and stretch the limits while others do not have any problem doing that we decided? I also tell about the time I as a newly-qualified nanny was rebuked by a colleague when I acted "recklessly". I would handle the situation differently today? In the last story, I praise a child for being "mischievous", which makes me proud. Can a "mischievous" child also experienced positive? Another issue that is relevant to my dilemma is if we educators must always be consistent or is it arbitrary to make exceptions? To understand my dilemma, I have used a phenomenological method, which means that I, along with the preschool curriculum, relevant literature and personal experience can understand my thoughts and actions from multiple perspectives. That way, I have gained a greater understanding of how crucial preschool standards and my response is for the children's development and self-reliance. Both in terms of rules and boundaries. Being a responsive educator with the ability to take the children's perspective makes it easier to convey a message without violating someone's privacy.

The aim of this essay was to examine adult-child power structures connected to the main character in Lois Lowry´s novel Number the Stars, to see if they could be found in different levels, and layers of the text. With the focus to see if the novel´s content might correlate to any educational purposes if used when teaching English as a second language in the Swedish upper secondary school. The analysis showed that the novel displayed a didactic intent from the author to introduce ideological social values belonging to the Danish society and the resistance movement in Denmark during the German occupation, between the years of 1940-1945. Furthermore, presumed transference of American values from the author were found in the narrative. The portrayals of these social values in the narrative are done with a display of adult power over children in the narrative, both in the story and towards the novel´s intended readers. The content of the novel could then be used for educational purposes to uncover and discuss aspects of social power through ideology, human values, and human rights, correlating to the English syllabus in Lgr11 regarding "relations and ethical questions", as well as the curricula’s aim to develop the students ability´s to "reflect over living conditions, social and cultural phenomena in different contexts and parts of the world where English is used" (Skolverket 32, 34).

A linguagem verbal é a forma de comunicação mais utilizada pelas pessoas para a transmissão de mensagem, expressão de pensamentos, sentimentos e inclusão no meio social. As crianças que possuem alterações de linguagem apresentam dificuldades para isto, inclusive com os seus pais. É imprescindível a participação dos pais na intervenção fonoaudiológica, pois o envolvimento permite que estes sejam propagadores e noticiadores dos conhecimentos que adquiriram sobre a alteração de linguagem do filho. Uma das maneiras de envolver os pais na intervenção fonoaudiológica é pela formação de grupos de pais. O objetivo principal dessa pesquisa foi descrever os efeitos de um programa de acompanhamento a pais concomitante à intervenção fonoaudiológica em crianças com atraso no desenvolvimento da linguagem e/ou distúrbio específico de linguagem. O objetivo secundário foi elaborar, implementar e avaliar um programa de acompanhamento a pais de crianças com atraso no desenvolvimento da linguagem e/ou distúrbio específico de linguagem. A pesquisa foi realizada na Clínica de Fonoaudiologia da Faculdade de Odontologia de Bauru da Universidade de São Paulo (FOB-USP) sob o protocolo do comitê de ética (56/2010). Os participantes foram 10 pais de 10 crianças de ambos os sexos, de 3 a 6 anos, com diagnóstico fonoaudiológico de atraso no desenvolvimento da linguagem ou distúrbio específico de linguagem. O programa teve a duração de 10 sessões (semanais), com duração de 50 minutos cada. Foram aplicados questionários e inventários nos pais e nas crianças pré e pós-intervenção. Os questionários aplicados nos pais foram: um questionário de caracterização do sistema familiar, um inventário de estilos parentais, um questionário para identificação das habilidades comunicativas verbais. Foram também desenvolvidos pela pesquisadora três questionários: um checklist sobre uso efetivo de habilidades comunicativas verbais na interação pais e filhos, um questionário de grupo de acompanhamento a pais e um questionário de nível de satisfação direcionado a pais de crianças com alterações de linguagem nas crianças. Nas crianças foram aplicados: um teste de avaliação do desenvolvimento da linguagem, um teste para avaliar a fonologia e o vocabulário e um protocolo de observação comportamental. O programa abordou questões ligadas ao desenvolvimento da linguagem, assim como comportamentos dos pais que facilitariam este desenvolvimento. Quanto aos resultados dos pais, observou-se que, após o programa houve uma melhora estatisticamente significante da satisfação dos pais em relação à linguagem dos filhos, houve um aumento das habilidades comunicativas verbais utilizadas pelos pais em situação de interação com os filhos. Nas crianças, observou-se que estas melhoraram, quantitativamente, no nível de desenvolvimento da linguagem pelo teste aplicado. Portanto, o estudo propôs o uso de protocolos e questionários que podem ser utilizados como instrumentos para a avaliação de grupo de pais não somente na Fonoaudiologia, mas também em outras áreas da saúde e, além disso, mostrou a importância da participação dos pais durante o processo interventivo de seus filhos, permitindo que participem ativamente da intervenção fonoaudiológica, compreendam a alteração de linguagem de seus filhos e se instrumentalizem sobre quais atividades podem realizar no ambiente doméstico de forma a promover a melhora da linguagem de seus filhos. / The speech is the most widely used form of communication for people to transmit messages, expressing thoughts, feelings and inclusion in the social environment. Children who have language disorders have difficulty speaking, including communicating with their parents. Its essential the participation of parents in speech therapy, as the involvement allows these spreaders are and transmitters of knowledge acquired about changing the language of the child. One way to involve parents in speech therapy is the formation of parent groups. The principal objective of this research was to describe the effects of a monitoring program to parents concurrent with speech therapy in children with delayed language development and/or specific language disturbance. The secondary objective was to develop, implement and evaluate a monitoring program to parents of children with delayed language development and/or specific language disturbance. The survey was conducted in the Speech Clinic of the Faculty of Dentistry of Bauru, University of São Paulo (FOB-USP) based on the protocol of the ethics committee (56/2010). The group were 10 parents of 10 children of both sexes, 3-6 years, diagnosed with speech delay in language development and specific language impairment. The program lasted for 10 sessions (weekly), with 50 minutes each. Questionnaires were used and inventories in parents and children before and after intervention. The questionnaires were the parents: a questionnaire to characterize the family system, an inventory of parenting styles, a questionnaire to identify verbal communication skills. Were also developed by the researcher three questionnaires: a checklist on effective use of verbal communicative abilities in parents and children interact, a questionnaire follow-up group for parents and a questionnaire about their satisfaction level aimed at parents of children with language disorders in children. Were applied in children: an evaluation test of language development, a test to evaluate the phonology and vocabulary, and a behavioral observation protocol. The program addressed issues related to language development, as well as parental behaviors that would facilitate this development. As for the results of the parents, it was observed that after the program was a statistically significant improvement in parental satisfaction in relation to the language of children, there was an increase in verbal communication skills used by parents in their interaction with the children. In children there was a significant improvement applied by the test. Therefore, the study has proposed the use of protocols and questionnaires that may be used as tools for evaluating the parent group not only in speech therapy, but also in other areas of health, and furthermore, showed the importance of the involvement in the parent intervention process for their children, allowing participate actively in the speech therapy, understand the language disorders of their children and adapt about what activities can be carried out in the home environment to promote the improvement of the language of their children.