Denna studie visar vad 4-5-åringar har för uppfattningar om stjärnorna och solen, vad de tror att stjärnorna och solen är för något och vad de har för tankar om fenomen kring dem. Genomförandet av studien bygger på kvalitativa intervjuer i samband med att barnen målar. Metoden har gjort det möjligt för barnen att uttrycka sina egna tankar. Resultatet visar att det finns många uppfattningar inom området hos barn 4-5 år. En del uppfattningar är realistiska, en del fiktiva. Ett barn förklarar att stjärnorna nästan är som blommor medan ett annat barn beskriver dem som något som finns i rymden och bara syns när det är natt. Slutsatsen är att barn kan lära sig saker som anses svåra, bara de har intresset. Barnen menar att de inte fått sina kunskaper från förskolan utan från föräldrar och syskon. Slutsatsen av detta är att barnen har ett intresse för rymden, att de ställer frågor för att få veta saker. / This study shows 4-5 year-olds perceptions about the stars and the sun, what they think the stars and the sun is and what their thoughts of them are. Implementation of the study is based on qualitative interviews in connection with painting. The method has made it possible for the children to express their own thoughts. The result shows that there are many perceptions in the field of children 4-5 years. Some ideas are realistic, some fictitious. One child explains that the stars are almost like flowers, while another child describing them as something that exists in space and only visible when it´s night. The conclusion is that children can learn things that are considered difficult only they have an interest in it. The children say that they have not received their knowledge from preschool but from parents and siblings. The conclusion is that the children have an interest in space, they are asking questions to get to know things.

When considering the effects of cultural policy on international trade in television programming there is an area that is frequently overlooked, that of classification and censorship. The role that classification and censorship play as tools of cultural policy is poorly understood, as is their impact on the ease with which television programs can be traded. A broad definition of cultural policy has been used here, in order to encompass both its theoretical and practical elements. Cultural policy as expressed through television classification and censorship is seen here as having three layers. These layers are legislative policy such as local content quotas, the content gate keeping carried out by television producers prior to production, and program classification, that is the implementation of local programming codes by broadcasters. It is important to understand the effects of television regulatory regimes, including those that govern content classification, on the international trade in programs for two reasons. One is the precedence international economic agreements generally take over cultural policy, because classification and censorship can quietly undermine this precedence in a way which currently receives little attention. The second is the importance of the export market to the Australian television production industry, which is unable to fully fund its program output from local markets. Australian children's drama and its export to the UK are the focus of this research as this provides an excellent example of the current tensions between cultural policy and economic imperatives. Australian children's drama is tightly regulated through government policy, particularly the demands of the 'C' (children's) classification. It is argued here that the demands of current Australian cultural policy are making it extremely difficult for Australian producers to internationalise their product and thus cultivate a competitive advantage in international markets. With the advent of digital technology and the end of spectrum scarcity, the television landscape is changing rapidly. Australian producers of children's programming are facing commercial challenges that have been created by the proliferation of children's channels in the UK and particularly the popularity on those channels of American animation. While the need to cultivate a competitive advantage is pressing, Australian producers of children's programming are also having to accommodate the three layers of cultural policy described earlier, that is the demands of government policy regarding the 'C' classification, the local programming codes of their export market, in this case the United Kingdom, and their own internalised cultural values as expressed through their gate keeping roles. My Industry experience in a senior compliance role in the pay television industry led to an awareness of the impact of local classification procedures on international trade in programming and provided the initial starting point for this research. Through scholarly investigation and interviews with three key producers of Australian children's programs and a senior UK programmer, certain findings regarding the impact of regulatory regimes on the export of Australian children's programs have been reached. The key findings of this research are firstly, that the rationales and operations of national classification schemes seem to be fundamentally untouched by supranational trade agreements and arguably are able to act as restraints on international trade. Additionally, programs that do not conform to the societal values of the countries to which they are being exported, will not sell. Secondly, multi-channelling is having the unexpected effect of driving down prices achieved for children's programs which is a cause for concern, given the importance of international sales to Australian producers. Part of this decline in pricing may be attributed to the rise in popularity of inexpensive animation, which now dominates children's channels in the UK. Thirdly, this research finds that Australian cultural policy is preventing Australian producers cultivating a competitive advantage in international markets, by making demands regarding content and quality that render their programs less attractive to overseas channels. If the Australian government believes that certain culturally desirable forms of television such as high quality, children's programming should continue to exist, it may in future have to modify its cultural policy in order to attain this objective.

The purpose of this study is to research how preschool teachers describe the participation of children in their pedagogical documentation. The hypothesis that the study is trying to answer are: What is the purpose of pedagogical documentation? How can you make the children a part of the pedagogical documentation? What signifies the choice of the individual documentation tool for the participation of the child during the documentation process? To reassures the empirical investigation of the study and its hypothesis, I used a qualitative research approach and interviews as a collection method. The study has its starting point in the social constructive perspective where also a power structure within the pedagogical documentation is used, as well as different views on children out of the pedagogues perspective. The study shows that the most common approach is reflection, in order to evaluate children in the pedagogical documentation. Reflection is done in various ways but mostly with the help of photographs taken by the pedagogues. Throughout the study it appeared that preschool teachers came to the conclusion that it is very complex to present the participation of the children in their educational documentary work. Depending on a range of different factors, most preschool teachers start to document from the children's point of view in order  to interpret the their learning process. The study also shows that there is a clear power structure in how preschool teachers communicate concerning the children's participation in their pedagogical documentation. The pedagogues control what to document and how the children's learning progress should be documented. / Syftet med denna studie är att undersöka hur förskollärare talar om barns delaktighet i sitt pedagogiska dokumentationsarbete. De frågeställningar som studien försöker svara på är: Vad har förskollärarna för syfte med sitt pedagogiska dokumentationsarbete? Hur görs barnen delaktiga i förskollärarnas pedagogiska dokumentationsarbete? Vilken betydelse har valet av dokumentationsverktyg för barns delaktighet i förskollärarnas pedagogiska dokumentationsarbete? För att få undersöka studiens syfte och frågeställningar har jag använt en kvalitativ forskningsansats och intervjuer som insamlingsmetod. Studien har sin utgångspunkt inom det socialkonstruktionistiska perspektivet där även en maktstruktur inom pedagogisk dokumentation används samt pedagogers olika barnsyn. Studien visar att det vanligaste sättet som barnen görs delaktiga i förskollärarnas pedagogiska dokumentationsarbete är via reflektion. Reflektionen sker på olika sätt men framförallt över bilder som förskollärarna har tagit. Det framgår att förskollärarna tycker att barns delaktighet i deras pedagogiska dokumentationsarbete är komplext och beroende av många olika faktorer. De flesta förskollärarna utgår från ett barnperspektiv där de försöker tolka barnens lärsituationer. Studien visar även att det finns en tydlig maktstruktur i förskollärarnas sätta att tala om barns delaktighet i sitt pedagogiska dokumentationsarbete. Förskollärarna styr vad som ska dokumenteras och hur barnens lärande ska dokumenteras.

Made available in DSpace on 2016-08-03T12:30:33Z (GMT). No. of bitstreams: 1 Lidiane Britto.pdf: 309093 bytes, checksum: 03b926353b96f140f4197025c49f73d3 (MD5) Previous issue date: 2007-04-17 / This work is based on the communication and the Brazilian children s editorial market in the nineties , describing and analyzing the country children s editorial view during the mentioned period under the perspective of communication. The question immersed into the political, social and economical conjunction of that period, had the aim to answer if, there was, indeed, a consistent development in the children s editorial market in the nineties or if this development was only obvious. Correlatively, it aimed to apprehend which are the strategies of the market communication used during that period and in which way they contributed to incite that market. To assure the systematic and scientific feature of this work, it was used the qualitative method, although the presence of the quantitative method was necessary too, meanly in the Brazilian Editorial market selling maneuvers in the nineties. The analytical and descriptive study which included a distinctive literature review and a field research in a semi structured question form and interviews fulfilled the goals assigned. Concerned to the results, it was possible to consider the children s editorial market scenery of that period interacting it to its productive chain.(AU) / Este trabalho, cujo tema é A comunicação e o mercado editorial infantil brasileiro na década de 1990 , descreveu e analisou o panorama editorial infantil do país no período indicado sob a perspectiva da comunicação. O problema de pesquisa proposto, tendo em vista a conjuntura política, social e econômica da época, tem o intuito de responder se houve, de fato, um desenvolvimento substantivo no mercado editorial infantil na década de 1990 ou, se este desenvolvimento foi apenas aparente. Correlatamente, constatar quais as estratégias de comunicação mercadológicas utilizadas no período e de que maneira elas contribuíram para o fomento desse mercado. Para garantir o caráter sistemático e científico deste trabalho, foi utilizado o método qualitativo. Muito embora, a presença do método quantitativo também tenha sido necessária, sobretudo no que tange ao comportamento de vendas do mercado editorial brasileiro na década de 1990. Como tipo de pesquisa, o estudo descritivo analítico foi o que melhor se enquadrou com os objetivos pretendidos, assim, além de um apurado levantamento bibliográfica, foi realizada uma pesquisa de campo por meio de questionários semi-estruturados e entrevistas. Dessa forma, pôde-se, a partir desses dados, traçar o cenário do mercado editorial infantil da época relacionando-o à sua cadeia produtiva.(AU)

Atualmente corrobora-se com a ideia de que as crianças são sujeitos capazes de construir, transformar, produzir e reproduzir culturas (CORSARO, 1997, SARMENTO, 1997, 2007). Nessa linha, foi realizada pesquisa junto a um grupo de crianças de 5 a 6 anos de idade de uma instituição pública da cidade de São Paulo, a fim de investigar o que pensam e falam acerca dos conflitos que vivenciam. A investigação utilizou-se do relato oral do que as crianças verbalizaram ser conflito, anotado pela pesquisadora, e de uma metodologia sugerida por elas: a Caixa do Conflito local onde, espontaneamente, depositaram registros de situações que julgaram conflitantes. Os conflitos foram analisados a luz da teoria walloniana, na qual são compreendidos como movimento constitutivo dos sujeitos, por meio da preservação e afirmação do eu, sendo, portanto, realidade necessária para a formação da vida psíquica e social das crianças. Contamos, também, com os textos publicados por Manuela Ferreira e William Corsaro referentes às pesquisas que realizaram sobre as relações estabelecidas entre crianças, ou seja, a respeito das interações infantis. A partir do material coletado é possível afirmar que conflito para essas crianças, à diferença da interpretação dos adultos, não é só algo que machuca fisicamente outra pessoa, ou o desrespeito a uma regra, mas também algo que as deixa tristes, frustradas, com medo, ou seja, situações que envolvem emoções, que descrevem como sendo as mais conflitantes. / Nowadays the idea that children are people able to build, to transform, to produce and reproduce cultures is legitimated (CORSARO, 1997, SARMENTO, 1997, 2007). Following this line, a research with a childrens group, around 5 and 6 years old from a public institution in São Paulo was realize, in order to investigate what they think and say about the disagreement they deal with. The research used children´s oral narrative about what they said of disagreement, which was noted by the researcher and a methodology suggested by them: the Conflict Box place where they spontaneously deposited situations registers that they judge conflicts. The conflicts noted by the children was analyzed using the Wallonian theory, in which are understood as a constitutive movement through self preservation and affirmation, therefore, necessary reality to the psyche and social children´s life formation. We used, also, papers published by Manuela Ferreira and William Corsaro that refers to researches realized on children´s relationships, in other words, about childrens interaction. From the collected material it is possible to say that conflict for these children, unlike adults interpretation, it is not only something that physically hurts someone else, or the disrespect to a rule, but also something that makes them sad, frustrated, scared, in other words, situations that evolves emotions, something they describe as the most conflicting.

Made available in DSpace on 2016-04-28T18:23:04Z (GMT). No. of bitstreams: 1 Vera Lucia Pires.pdf: 2922868 bytes, checksum: aee07512c47b0cd256113720ea449aac (MD5) Previous issue date: 2015-06-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research focuses on the tense relationship between children and their own writing skill at school. Reading and writing are intermingled and simultaneous through the literacy process, though not coincident in their effects. The expression "tense relationship" here adopted disclaims any possibility of taking for granted that writing skills would undertake a natural trend, i.e., free from deep conflict, once the child is already a "language speaker . This argument seems not to be sustained by the serious and enigmatic problems the child has when s/he has to deal with the teaching-learning of her/s mother tongue. True enough, the effects of mentioned tension student-writing has a heterogeneous profile, which can be apprehended through the multifaceted ways of reformulating one s writings: different erasure markings and/or internal sequential unstable text rearrangements. In this sense, the present dissertation dealt with such occurrences, both from an empirical and a theoretical approach, taking into account the two initial years of Brazilian School, named Fundamental II. At such a stage, it is expected that students writings are better stabilized and with few errors. Those unwilling manifestations, from the teachers point of view, indicate that the writer has been affected by he/s own writing. This seems to be a crucial turning point in the learning process, since s/he may overcome her/s difficulty or, worse, get stuck in a doing-redoing task. From the theoretical perspective regarding language, this study is assumes the European Structuralism scientific proposal (SAUSSURE, 1916) and (JAKOBSON, 1954;1960) and follows J-C Milner s approach to those authors, and also the developments put forward by Cláudia de Lemos in the realm of Language Acquisition and Lier-DeVitto in the field of Language Pathology and Clinic. The theoretical option for that structural approach is due to the relevance they place in error, which questions the psychological subject and favors the hypothesis of the unconscious, introduced by Freud (1900). It is understood here that such a theoretical framework sheds light on the literacy process, since tension and conflict are constitutive moves in the subject-language relationship. There are three proposed structural shifts which are qualified as the child s changing of position as far as language acquisition is concerned. The child s starting point has to do with her/s (1) attachment (dependency) to the others oral or written production. In a given structural logical moment, (2) the functioning of language itself operates on the incorporated segments, producing errors and strange textual composition, which are listened to (3) when the subjective split takes place (a division between an instance who hears and another who speaks), allowing for the listening to one s own speech/writing. This is the most relevant structural position for the present study, which discusses erasures and textual rearrangements in the sphere of the child-writing relationship / Esta pesquisa focaliza a relação tensa da criança com a escrita, quando do encontro formal, escolar, com essa modalidade de linguagem. Considera-se, aqui, tanto a alfabetização, quanto a extensão e a eficácia do processo de letramento. Fiz menção a uma relação tensa para descartar qualquer possibilidade de se supor que, por ser um já falante , a entrada na escrita seria um passo natural e sem muito conflito argumento que os sérios e enigmáticos problemas escolares, decorrentes do que se concebe como ensino-aprendizagem da Língua Materna, parecem não sustentar. A tensão na relação aluno-escrita assume perfil heterogêneo, que se inscreve em formas variadas de rasuras, desordens e rearranjos sequenciais/textuais instáveis, entre outras manifestações, que serão trabalhadas nesta tese, cujo recorte destaca os dois anos iniciais do Ensino Fundamental II; períodos escolares em que já se espera uma escrita mais estabilizada e sem muitos erros ortográficos. Na maioria das vezes tais manifestações sensíveis indicam que o escrevente é afetado pelo que ele mesmo escreve. Acontece que o aluno pode ficar fixado num fazer-refazer sem saída satisfatória desse impasse frente a escrita de sua língua materna. Do ponto de vista teórico, e no que diz respeito à linguagem, esta tese aproxima-se do estruturalismo europeu (Saussure, 1916; Jakobson, 1954; 1960), conforme releitura de Milner (1978[2012], 2000[2002]) - de que se aproxima o Interacionismo em Aquisição da Linguagem (De LEMOS, 1992) e a Clínica de Linguagem (LIER-DeVITTO, 1999; 2000, 2006 e outros). A opção teórica por estas abordagens de cunho estrutural decorre da relevância nelas atribuída ao erro, que interroga a posição do sujeito no processo de aquisição da linguagem e na clínica. Tensão é parte constitutiva da relação sujeito-linguagem. Três deslocamentos estruturais são propostos e qualificados como mudanças de posição da criança: (1) em relação à fala do outro, (2) à Língua e (3) à própria fala (De LEMOS, 2002). Na terceira posição, emerge a escuta para a própria fala/escrita, posição que é da maior relevância para esta tese, que aborda os conflitos que ela pode introduzir na esfera da relação criança-escrita

A proposta dessa dissertação é analisar as peças The Children´s Hour e The Little Foxes, de Lillian Hellman, pela primeira vez encenadas nos Estados Unidos em 1934 e 1939 respectivamente. A análise discute a forma da peça bem feita e a forma do melodrama nessas obras, assim como o conteúdo delas, a fim de identificar como a crítica social e as formas teatrais propostas pela dramaturga estão intrincadas. Com base em autores como Peter Szondi, essencial para se entender a dialética entre forma e conteúdo, Jean Marie Thomasseau, teórico do melodrama, e de outros que escreveram sobre a peça bem feita, procurou-se entender como Hellman valeu-se das próprias formas correntes da cultura dominante e da indústria cultural para investigar a sociedade capitalista norte-americana. Para a compreensão ampla de tais questões, foram analisados os textos dramatúrgicos, encenações, adaptações para cinema e televisão, tanto nos Estados como no Brasil. Hellman foi constantemente criticada pelas opções formais de suas obras, algo que é revelado pela fortuna crítica mais relevante que foi coletada e é apresentada nessa dissertação, servindo de suplemento para as análises. Lillian Hellman examinou o conservadorismo arbitrário e as estratégias de manutenção do capitalismo criticando a classe dominante através da utilização das formas teatrais privilegiadas por essa classe. / This work aims to analyze Lillian Hellman\'s plays The Children´s Hour and The Little Foxes, which were first performed in the United States in 1934 and 1939 respectively. In addition to the content of these works, the analysis discusses the well-made play and the melodrama in order to identify how social criticism and these theater forms are interrelated, as proposed by her. Based on authors such as Peter Szondi, whose work is fundamental to understanding the dialectics between form and content, and Jean-Marie Thomasseau, a melodrama theorist, as well as others who wrote about the well-made play, this dissertation searches for a comprehension of how the playwright made use of the dominant culture\'s own forms to investigate North-American capitalist society. For a comprehensive understanding of such issues, the dramaturgical texts, performances, as well as film and television adaptations in both the United States and Brazil have been analyzed. Hellman was constantly criticized for the formal choices of her plays, something revealed in articles and essays by relevant critics. These criticisms are presented in this dissertation in order to supplement the analysis. Lillian Hellman criticized the dominant class\' arbitrary conservatism and the strategies of capitalist maintenance by employing theater forms which were endowed by that class.

Children belong to one of the most vulnerable population groups to crime. Child victims of crime have to overcome the difficulties emerging from their victimization as well as those resulting from their participation in the adversarial criminal justice process. Child victims are typically treated by legal systems as either mere witnesses -- prosecutorial instruments -- or as objects of protection. Children's human rights and their needs beyond immediate protection are typically ignored. ¶ This thesis combines an examination of children's human rights (articulated largely in the UN Convention on the Rights of the Child) with a review of psycho-social literature on children's needs. It integrates the two disciplines thus creating a `needs-rights' model regarding child victims. This model is then used to evaluate the criminal justice process and its successes (and failures) in meeting the needs and rights of child victims. Such an integrated needs-rights evaluation identifies not only the difficulties associated with testifying in court and being interviewed multiple times. It goes beyond these topical issues, and uncovers other shortcomings of the current legal system such as the lack of true participation of child victims in the decision-making process, the neglect of rehabilitative and developmental interests of victimized children, and the inherent inability of the adversarial process to seek proactively the best interests of child victims. ¶ The thesis further explores an alternative to the criminal justice process -- that of restorative justice -- and examines its applicability to child victims. Unlike the criminal justice paradigm, restorative justice fosters the equal participation of the stakeholders (in particular victims, offenders and their communities), and focuses on their emotional and social rehabilitation while respecting their human rights. To explore the suitability of restorative justice for child victims, five restorative justice schemes from New Zealand, Australia and Canada and their evaluation studies are reviewed. Each of these schemes has included child victims, and most of them have dealt with either sexual assaults of children or family violence and abuse. Yet each of the evaluated schemes illuminates different concerns and proposes varying strategies for meeting the needs-rights of child victims. ¶ While these schemes demonstrate the significant potential of restorative justice to better address the full scope of the needs and rights of child victims, they uncover emerging concerns as well. Therefore, in the last part of the thesis, the needs-rights model is used once again to derive subsidiary principles for action, to maximize the benefits of restorative justice for child victims and minimize the related risks. A complex set of needs and rights is managed by a method of grouping them into needs-rights clusters and deriving from them simple heuristics for practitioners to follow. This clustering method of needs-rights-heuristics is a methodological contribution of the research to the psychology of law.

This essay is about how basic democratic values are formed in preschool. I have focused on children´s abilities to take on responsibility and also, on the importance of relationships in the development of democratic values in preschool. This essay starts in self-perceived dilemmas, based on my own feeling that the children should have more rights and that the preschool often has too many unreflected rules and routines. The dilemma has been reflected on and has been discussed in relation to other theories. I have also reflected on my own behavior as a teacher and to what extent this behavior has influence on the outcome. The relationship between the governing documents and the work in preschool has been reviewed with the conclusion that they are not synchronized with each other. The investigation shows several examples of the meaning of a good working relationship between teacher and child and that children´s own sense of responsibility should be taken seriously and be recognized as a resource. In the discussion with the theories a connection between democracy, relationships and children´s responsibility was detected. The meaning of a good working communication and the teacher’s significance for the development is central and is made visible and problematized. The concluding words show how the approach to democratic and fundamental values must come to a change in preschools, a change that the teacher partly is responsible for. The preschool itself must be changed to fit into the society of today. / Denna essä granskar hur demokratiska värderingar tidigt grundläggs i förskolan, dels genom barns eget ansvarstagande men även genom att studera relationernas betydelse. Undersökningen startar i egenupplevda, vanligt förekommande dilemman på förskolan. Dessa dilemman grundar sig i en känsla av att barnen borde ha mer att säga till om, samt att förskolan som institution består av allt för många oreflekterade, icke ifrågasatta regler och rutiner. I undersökningen använder jag mig av mina egenupplevda dilemman och reflekterar kring dessa. För att få ett ytterligare djup låter jag mina reflektioner möta andra teoretiska perspektiv i en vetenskaplig diskussion. Relationen mellan den faktiska verksamheten och styrdokumentens riktlinjer granskas och påvisar problematiken med att dessa inte är synkroniserade med varandra. Även problematiken med institutionens oreflekterade regler och rutiner granskas. Undersökningen ger exempel på betydelsen av det som Jesper Juul och Helle Jensen kallar för relationskompetensens. Denna relationskompetens visar på hur demokratiska värderingar tillägnas samt hur barns eget ansvarstagande bör tas på allvar och ses som en tillgång. I mötet med flera teorier finner jag ett samband mellan relationer och demokrati samt en koppling till barns ansvarstagande. Även kommunikationens betydelse förs fram och pedagogens roll för utvecklingen av de demokratiska värderingarna i förskolan synliggörs och problematiseras. Slutordet behandlar hur en förändring med att aktivt arbeta med demokratiska värderingar och grundförutsättningar i dagens förskola kan komma till stånd genom ett förändrat förhållningssätt hos pedagogerna, men även genom att göra pedagogiska förändringar i verksamheten.

In the Czech Republic, about one per cent of children grow up outside their own families, mainly children under the age of three. For this reason the Czech Republic has lately received several important challenges concerning a fundamental reform of the children at risk care system. The aim of my thesis was to carry out an analysis of the development and changes in the comprehensive care and in the situation of the children in the Children?s Centre Jihlava and in the Children?s Home Kamenice nad Lipou in the years 2005, 2010 and 2011 in chosen aspects. The research was focused on changes over time in the situation of concrete children?s homes, further on the changes in the provided care depending on the children?s characteristics and specific needs, and finally on the changes in the cooperation with the biological families and in the circumstances how the stay of children is terminated. To achieve these goals of my thesis, a secondary data analysis and SWOT analysis was carried out. Two files were analysed recording the situation in the Children?s Centre and in the Children?s Home during the the years 2005, 2010 and 2011.