Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-06-23Bitstream added on 2014-06-13T19:12:45Z : No. of bitstreams: 1 fernandes_jgd_me_prud.pdf: 1108691 bytes, checksum: c611319223c7e16925e7e1dbde112e15 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O presente trabalho vinculado à linha de pesquisa ‘Práticas Educativas na Formação de Professores’, do Programa de Pós-Graduação em Educação da FCT/UNESP, apresenta a análise e a discussão de uma pesquisa-intervenção desenvolvida no decorrer do ano de 2006 em uma instituição pública de Educação Infantil no estado de São Paulo. No âmbito das redes municipais de educação infantil, evidenciam-se propostas de formação esporádicas, pontuais e emergenciais, não se assegurando as necessárias reflexões contínuas indispensáveis para um atendimento de qualidade para as crianças pequenas. Nesse sentido, o objetivo principal desta pesquisa foi propor, experenciar e analisar de forma participativa um processo de formação em serviço desenvolvido com três profissionais que atuam em um grupamento de maternal II - composto por crianças de 2 e 3 anos. Para isso, parti de uma concepção em que crianças e adultos são protagonistas de suas ações e reflexões e, por isso, faz-se essencial sempre contextualizá-los social, cultural e historicamente. A perspectiva se deu, então, em uma direção de análise e interpretação dos fenômenos relacionados a seu contexto, possibilitando, assim, a constituição de sujeitos reflexivos e críticos, conforme concepções de autores estudados. A partir da observação participante, das cartas onde as educadoras registraram suas percepções acerca do processo de formação vivenciado e das entrevistas coletivas, busquei entender quem são essas profissionais, quais são os seus desejos, quais as concepções que permeiam sua atuação pedagógica, que relações elas estabelecem em seu cotidiano, em que condições trabalham, pensando numa formação que possibilitasse a ressignificação dessas concepções. Com isso, enfatizei a importância da discussão acerca da compreensão que os profissionais que atuam com crianças... / The following study concerning the Post graduation in Education Program of Presidente Prudente – SP FCT/UNESP in the field of Education Practices and Teacher Formation, presents the analysis and discussion of an interventional research developed during the year of 2006 in a public institution of Children Education of São Paulo State. Considering the child education municipal net, scatter, punctual and emergencial proposals of formation become evident, not guaranteeing the necessary continuous reflections, essential for a qualified service for toddlers. Thus, the main goal of this research was to propose, experience and analyze in a participant way an in-service formative process developed with three professionals who work in a kindergarten group composed by two and three year-olds. In order to do that, I started from a conception in which children and adults are the protagonist of their actions and reflections and consequently it becomes essential to always contextualize them socially, culturally and historically. This way, the perspective directed to the analysis and interpretation of the phenomena related to their context, making it possible to constitute reflexive and critical beings, according to the studied authors’ conceptions. Based in the participative observation, in the letters where the educators registered their perceptions about their formative process and in the collective interviews, I tried to understand who these professionals are, which are their wishes, which conceptions are beyond their pedagogical actions, which relations they establish in their day-by-day and in which conditions they work, thinking about a formation that would make true a new meaning of these conceptions. That is why I emphasized the importance of the debate about the comprehension which the professionals that work with toddlers have, considering... (Complete abstract click electronic access below)

According to Pienaar and Raymond (2013, p.10) learners with disabilities have historically experienced the most serious exclusion from learning. The worldwide call for inclusive education prompted South Africa to develop the White Paper 6 (WP6) (2001, p.18) which clearly states that for Inclusive Education to be successfully implemented in South Africa, there has to be an acknowledgement that all children and youth can learn. The implementation of WP6 therefore not only benefits learners with special educational needs, but all South African learners by implementing "a more flexible system of education that focuses on removing barriers to learning and creating learning-friendly environments" (Pienaar and Raymond, 2013, pp. 10-11). However, a great disparity exists in what is proposed in official documents such as WP6 and what parents of children with barriers to learning actually experience within schools. This phenomenological study employed memory work, drawings and focus group discussions with four purposively selected parents to explore parents’ experiences of the education of their children who are on the Autistic Spectrum. Bronfenbrenner’s Eco-systemic perspective was used to make meaning of the data. The findings show that parents find the education of their autistic children as a stressful and isolating experience because of an unprepared education system. Despite the challenges, the participants also find their experiences to be a journey of personal growth and fulfilment. The study therefore recommends that schools should engage parents of autistic children more actively in order to make inclusion of such children effective. Teachers who are expected to practice inclusivity in schools should be adequately prepared to work with children presenting with ASD through a collaborative effort of the Department of Health and the Department of Education.

The purpose of the present study was to investigate hyperactive and control childrens' awareness of their behaviors within the school system. In addition, hyperactive children described how medication affects their behavior and whether they feel it is necessary to control their characteristic behaviors. The rationale for the present, study was based on the fact that few studies have asked the hyperactive child about his awareness of his behaviors. Current research indicates the importance of self-perception studies. Researchers have intuitively assumed hyperactive children are not able to understand the affect of others so these children act and react inappropriately in social situations. However, this had not been empirically investigated. This research has implications for how significant others may be expected to interact with hyperactive children. Q-analysis procedures and techniques were used to gather and analyze the data. Three hyperactive children and two control children were requested to describe their classroom behaviors by rank-ordering a comprehensive list of items, each describing one classroom behavior. The items, which were gathered from theory, readings, subjects, and personal observations, were arranged by each subject into a predetermined (pseudo-normal) distribution pattern. The item scores for each subject were correlated and the correlation matrix factor analyzed. Each factor represented a single person. In addition, the difference between z-scores was analyzed which allowed differences between factors to be described. A structured interview was conducted with each subject to obtain further information on the subject's awareness of his classroom behaviors. Hyperactive children described their feelings about their medication regimen. Results indicated there are two subgroups of hyperactive children: ones who are unaware of their characteristic behaviors as negatively affecting significant others and view themselves as popular within the school environment and ones who view their actions as inappropriate with an accompanying low self-esteem with regard to their schooling. The medication interview indicated that hyperactive children feel drugs have a calming effect and they feel the medication is necessary for controlling their behaviors. It was concluded that viewing hyperactive children as unique individuals who may or may not be aware of their classroom behaviors must be incorporated into treatment strategies. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of the present study was to investigate factors that contribute to the social adjustment to college for gifted emerging adults. Specifically, perceived parental attachment, and social competence were included. Additionally, social competence was examined to determine if it served as a mediator between parental attachment and social adjustment to college. Results from bivariate correlations and multiple regression analyses revealed positive, significant correlations between parental attachment and social adjustment to college, parental attachment and social competence, and social competence and social adjustment to college. Analyses also found that social competence partially mediated the relationship between parental attachment and social adjustment to college. Limitations, implications, and future research directions were discussed. The majority of research regarding gifted individuals focuses on the experience and developmental domains within the K-12 setting. The findings of the present study add to the significant dearth of literature concerning the college experience of gifted individuals. Specifically, the results provide support that a secure parental attachment influences positive development of social competence and better social adjustment to college in gifted emerging adults. / A Thesis submitted to the Department of Child and Family Sciences in partial fulfillment of the requirements for the degree of Master of Science. / Summer Semester 2016. / June 16, 2016. / Includes bibliographical references. / Kendal Holtrop, Professor Directing Thesis; Ming Cui, Committee Member; Lenore McWey, Committee Member; Steven Pfeiffer, Committee Member.

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Includes bibliography. / Although the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits.

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Thesis (M. Ed.)--University of South Africa, 2002.