The purpose of this study was to collect and tabulate material which would be embodied in a revised course of study for the playground activities for grades one, two, and three of the elementary schools of Dallas, Texas.

The purpose of the study is to determine what degree of relationship exists between factors of mental hygiene and of reading achievement of the first-grade child.

This investigation concerned two major interests of many classroom teachers today: the pupils' social maturity and their personality. The problem was to determine the apparent relationship between these two factors in pupils of the first, second, and third grades of eight elementary schools in Wichita Falls, Texas.

This investigation of failure in the first two grades and the effectiveness of group counseling upon the failing children seeks first to determine whether students who have failed hold a different self-concept or attitude toward school from those of students who have not. The second aim is to determine the effect of group counseling on self-concept and attitude toward school of failing students. The third purpose is to analyze the implications of these findings for elementary school counselors and teachers. The investigation's two phases include a survey study and an experimental study. The ninety-six subjects for the survey phase were selected by identifying forty-eight first and second grade students who failed their grade level in the 1972-1973 school year, and by randomly selecting a control group of forty-eight second and third grade students who had not failed a grade. For the experimental phase of the study, the forty-eight failing students were divided into an experimental group and a control group. Twenty-four were randomly placed in the counseling groups, with the remaining twenty-four as a control group.

This thesis deals with the breaktime at the first grade of primary school, especially at the first class. The work is divided into two main parts. The theoretical part is devoted to the basic characteristics of school and education, develoments peculiarity of childs under school age, and finally the principal topic of the breaktime. The second part contains the braketime research of primary school in Liberec. The research includes methods of a structured observation of the first class pupils supplemented by interviews with pupils and their class teacher. The aim of this thesis is to present the current proces of breaketime and also to make comparison the first and 5th class and show the possibilities which are applicable to change the current proces.

The thesis is focused on teaching students with learning disabilities in the first level of primary school, especially for teaching English to these children. Further, I will focus mainly on finding and verification of teaching methods to be used when teaching English to these students.

The overall aim of this research is to describe and analyse the educational pathways from preschool to school of a group of children with and without special educational needs. The aim is also to describe and analyse children’s views and experiences of early years education, and how these can be obtained. The research comprises six studies that are presented in four articles and two conference papers. Longitudinal and multiple-case study designs, and mixed method approaches are adopted in the empirical studies, and the data is collected via observations, a questionnaire, documents, conversations and interviews with staff, children’s drawings and interviews with children. The results from the empirical studies show a variation of pathways to compulsory education; changes in activities and relationships in the transitions; a variation in preschool quality; a broad conceptualising of special educational needs; an application of comprehensive or specialised typologies in the educational settings; an undecided and cautious attitude toward inclusive education; an allocation of generous resources to specialised and segregated programmes; and a diversity of support provisions. The children report more positive than negative experiences of their early school years and pinpoint the importance of having a sense of belonging among peers; opportunities for creative play and thinking; experiences of speed, excitement and physical challenges; elements of cosiness, withdrawals and comfort for recreation; experiences of growth in knowledge and understanding of the world; feeling safe; feeling free and autonomous; and preventing homesickness in order to thrive. The results of the literature review are that the researchers may obtain data from children with and without special educational needs by means of traditional and innovative data collection methods. For broadening participation and sharing of views, the researchers may offer relational and material support. The thesis has relevance for researchers in the field of special education, inclusive education and early childhood education and care. It has also relevance for teacher training, policy makers and stakeholders, school heads, teachers and families. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.</p>

O presente estudo, de natureza qualitativa, foi desenvolvido entre 2012 e 2013, com professoras das séries iniciais do Ensino Fundamental, de uma escola da rede estadual de ensino de São Paulo. Adotando como referência o ponto de vista das professoras, buscou-se discutir o papel, em sua prática de ensino da Matemática, das concepções e do modo de ensinar sugeridos pelos programas curriculares oficiais, e dos saberes e concepções decorrentes de sua própria história, englobando sua formação inicial e sua experiência docente; discutiu-se, também, o papel da formação continuada, que recebem na instituição em que lecionam, cujo propósito principal é prepará-las para lidar com as orientações oficiais para o ensino de Matemática. O desenvolvimento da pesquisa teve como referência estudos como os de Fiorentini (1995, 2003), Abreu (1995, 2000), Curi (2005), Garcia Blanco (2003), Ponte (1992, 1999, 2012), Nacarato, Mengali e Passos (2009), Canavarro (2003), Tardif (2010, 2012), Nóvoa (2012), Chacon (2003) e Sacristán (1998), dentre outros, e a utilização de questionários, entrevistas e aplicação de um caso de ensino. Esses instrumentos de coleta de dados tiveram como objetivo captar as concepções e ideias dos sujeitos sobre a Matemática e seu ensino, sobre sua formação inicial e continuada, os saberes que priorizam e que lançam mão para sua tarefa letiva, e sobre o modo como articulam as propostas e concepções dos programas curriculares oficiais nesse contexto. Os resultados revelaram algumas incoerências entre o discurso das professoras e a prática letiva proposta pelos documentos oficiais, ou seja, ao planejar e refletir sobre sua tarefa educativa, as professoras trouxeram, com muita ênfase, concepções provenientes de diversas fontes - seu modo de ser, fazer e de entender a Matemática, - independentemente das orientações curriculares oficiais que recebem. Os dados também tornaram evidente a fragilidade da formação continuada oferecida na escola, no sentido de ajudar as professoras a refletir e tomar consciência de suas próprias concepções, das concepções presentes nos documentos oficiais e de estabelecer uma relação comparativa entre ambas, a fim de que pudessem transformar e criar situações didáticas coerentes com a abordagem proposta pelas orientações oficiais para o ensino de Matemática. / The present qualitative research was carried out between 2012 and 2013 with teachers who have worked at the first grades of Elementary School at a public school in São Paulo. Having as a reference the teachers\' viewpoints on their own practices concerning the teaching of Mathematics, the study aimed at discussing the value and the role of the concepts as well as the teaching procedures that are suggested in the official educational guides and the knowledge and the concepts which originate from their own history, including their initial education and experiences as teachers. It also aimed at discussing the role of the continuing education teachers are offered in the places where they work, which has as its main objective to prepare them to deal with the official orientations. The development of this research had the studies of Fiorentini (1995, 2003), Abreu (1995, 2000), Curi (2005), Garcia Blanco (2003), Ponte (1992, 1999, 2012), Nacarato, Mengali & Passos (2009), Canavarro (2003), Tardif (2010, 2012), Nóvoa (2012), Chacon (2003) and Sacristán (1998), among others, as its theoretical support, and the use of questionnaires and interviews as well as the application of a teaching case. Those tools for data collection were used as a means to gather the subjects\' concepts and ideas about Mathematics and its teaching, about their initial and continuing education, the knowledge that they favor, which one they put into practice, and the way they articulate the proposals and concepts of the official syllabus guides in that context. The results revealed some inconsistencies between teachers\' discourses and the teaching practices suggested in the guides, i.e. while planning and reflecting upon their pedagogical task, teachers emphatically presented concepts which originated from different sources - their way of being, doing, and understanding Mathematics -, independently of the official syllabus orientation they have received. The data also made it evident the fragility in the continuing education offered by the school as an attempt to help teachers reflect upon and raise awareness of their own concepts and of the concepts presented in the guides as well as to establish a comparative relationship between them so that they could transform and create educational moments which are coherent to the official orientations for the teaching of Mathematics.

Made available in DSpace on 2016-04-28T20:56:41Z (GMT). No. of bitstreams: 1 Claudia Maria Labinas Roncon Saud.pdf: 1243916 bytes, checksum: 3c15923a84088c7dafa4237f1eb264a1 (MD5) Previous issue date: 2005-11-11 / Abstract The affective dimension in the process teach-learning was emphasized in the present study which had as objective to know the schoolboys and schoolgirls feelings of the first grade of the elementary school in relation to the experiences lived in this context as well as identifying its provoking situations. The collection of data was made by na interview, prioritizing the schoolchildren s opinions from two classrooms of first grade of a private school, in a city of the state of São Paulo. The selection of the participants was made by choosing them by reffle divided in four groups of four children each one. For analysis and discussion of the data it was used the theoretical referencial of Henri Wallon. The results showed the presence of positive and negative3 feelings in relation to different referring provoking situations: to the teacher, to the test, to the break, to the arrival and departure of the students, to the subjects and to the first grade itself. It was concluded that the participants presented much more positive feelings than negative ones in relation to the experience in the first grade. The negative feelings indicate that it s needed to rethink some provoking situations so that, more and more, to correspond to the necessities, possibilities and characteristics of the children. Listening to them will help the educators in this task to rethink the conditions of education. / A dimensão afetiva no processo ensino-aprendizagem foi enfatizada no presente estudo, que teve como objetivo conhecer os sentimentos de alunos e alunas da primeira série do Ensino Fundamental, em relação às experiências vividas neste contexto, bem como identificar suas situações provocadoras. A coleta de dados foi feita por meio de entrevista semi-estruturada, priorizando dar voz aos alunos e alunas de duas classes de primeira série de uma escola particular, em uma cidade do interior de São Paulo. A seleção dos participantes deu-se por meio de sorteio de meninos e meninas, distribuídos em quatro grupos de quatro crianças cada um. Para análise e discussão dos dados, foi utilizado o referencial teórico de Henri Wallon. Os resultados apontaram para a presença de sentimentos positivos e negativos em relação a diferentes situações: à professora, à avaliação, ao recreio, à chegada na escola, à saída da escola, aos conteúdos escolares e à primeira série propriamente dita. Concluiu-se que os alunos e alunas participantes apresentaram sentimentos muito mais positivos do que negativos em relação à experiência na primeira série. Os sentimentos negativos indicam que é preciso repensar algumas situações provocadoras, para que se possa, cada vez mais, corresponder às necessidades, possibilidades e características das crianças. Ouvir o que elas têm a dizer auxiliará os educadores nesta tarefa de repensar as condições de ensino.

Made available in DSpace on 2016-04-27T14:32:43Z (GMT). No. of bitstreams: 1 Juliana Wild do Vale Matsuzaki.pdf: 1698784 bytes, checksum: 3b9cf6f603a6ec12d4126716d1347f43 (MD5) Previous issue date: 2009-12-16 / Secretaria da Educação do Estado de São Paulo / The dissertation presents the results of a research developed with a group of first grade children of a public school located in the north suburbs of São Paulo city. The research intended to investigate children's experiences at the beginning of the elementary-school, according to the legal changes introduced since 2006, that anticipated this admission to 6 years old children. The research was accomplished throughout the school year in 2008 and the researcher was the teacher responsible for that group of children, who assumed a double role. The collected data consists of a logbook in which the children s experiences and speech were registered in intervals of a week and the transcription of a collective interview realized with a small group of children at the end of the year. Data was analysed with the support of the following categories: time, space, subjects/course, reading and writing. The results reveal interesting aspects about the transition experienced by children such as their new role as students, their feeling about differences between kindergarten and elementary school, as well as their view about new obligations like homework, writing tasks and the use of the notebook. Besides that, data shows their need for larger playing spaces and their complaints about the tiredness that goes along with the new duties fulfillment. The paper reflects about all those questions based on the approach of the Sociology of Childhood and discusses the importance of listening to children about their experience on the transition from kindergarten to elementary school one year earlier than it used to be / A Dissertação traz os resultados de uma pesquisa realizada com crianças de uma classe de primeira série de escola estadual situada na periferia norte da cidade de São Paulo. Buscou investigar a experiência de crianças que iniciam o ensino fundamental aos seis anos de idade, conforme preconizam as mudanças legais introduzidas a partir de 2006. A pesquisa foi realizada durante o ano letivo de 2008, sendo que a pesquisadora era a professora responsável pela classe, acumulando, portanto, um duplo papel. O material coletado consta de um Diário de Bordo, onde eram registradas semanalmente as experiências vividas junto ao grupo de alunos e da transcrição de uma Entrevista coletiva com um pequeno grupo de crianças, realizada no final do ano. A análise dos dados foi feita com apoio das seguintes categorias relacionadas aos traços da cultura escolar: - o tempo, o espaço, as disciplinas/currículo e sobre o ler e o escrever. Os resultados revelam aspectos interessantes sobre a transição vivida pelas crianças, em seu papel de alunos, sua percepção sobre as diferenças entre a escola de educação infantil e a escola de ensino fundamental, a valorização que fazem de elementos que definem suas novas obrigações como a lição de casa, as tarefas de escrita, o caderno e ao mesmo tempo a falta que sentem de maior espaço para as brincadeiras, assim como as queixas sobre o cansaço que acompanha o esforço de cumprir as novas tarefas. A dissertação reflete sobre essas questões com base na abordagem da Sociologia da Infância, discutindo a importância de se ouvir as crianças sobre essa experiência de transição da educação infantil para o ensino fundamental aos seis anos de idade