Made available in DSpace on 2016-06-02T19:39:28Z (GMT). No. of bitstreams: 1 4469.pdf: 1421346 bytes, checksum: b760ea01565648e8a4cad6e288709709 (MD5) Previous issue date: 2011-11-17 / This study aims to better understand the taking care and teaching practices of day-care educators, who can be either teaching or non-teaching workers. Qualitative approach was chosen so that the research methodology was defined as coherent with both the object and the theoretical references of the study. The resources for collecting data were the questionnaire and the semi-structured interview. For data analysis, the concepts of meaning and sense were used from the activity theory (LEONTIEV, 1978), taking as a starting point the objective and subjective conditions of the educators practice. The results show that meaning and sense of childhood change throughout the historical process, and that this change has an effect on the construction of the Childhood Education. Nowadays, the conception of early childhood education places emphasis on the actions of taking care and teaching as indivisible. However, this meaning is not consistent with the sense some day-care educators gave to their practices. Regarding the objective conditions, there was a concern present directly and indirectly in the educators answers: the importance of having a pedagogical project as a foundation of taking care and teaching practices. / Este estudo tem por objetivo compreender as práticas do cuidar e educar das educadoras de creche, as quais podem ser tanto trabalhadoras docentes quanto não docentes. A fim de delimitar uma metodologia de investigação coerente com o referencial teórico bem como com o objeto e o processo de investigação do estudo, optou-se pela abordagem qualitativa de pesquisa. Os recursos para coletar os dados foram a aplicação de questionário e a entrevista semi-estruturada. Para a análise dos dados, utilizou-se o conceito de significado e sentido da teoria da atividade (LEONTIEV,1978), tomando como ponto de partida as condições objetivas e subjetivas da prática das educadoras. Os resultados mostram que o significado e o sentido de infância mudam ao longo do processo histórico, e essa mudança reflete na construção da Educação Infantil. Atualmente, a visão da educação de crianças pequenas privilegia ações de cuidar e educar de forma indissociável. Contudo, esse significado não está de acordo com o sentido que algumas educadoras de creche atribuíram às suas práticas. Em relação às condições objetivas, a importância de um projeto pedagógico para embasar ações de cuidar e educar foi uma preocupação que perpassou, direta e indiretamente, as respostas das educadoras.

Jessica Rode och Josefin Rode, Malmö Högskola, Lärarutbildningen. Resan i förskolans livskunskap-en studie baserad på sex pedagogers tankar och erfarenheter av att arbeta med livskunskap i förskolan.Vårt syfte och våra frågeställningar inriktar sig på vilken syn pedagoger ute i verksamheten har och hur de arbetar med livskunskap i förskolans vardag. Sammanfattningen av studiens analys vill vi ska inspirera till diskussioner kring ämnet. Vi ger en teoretisk översikt där teoretiker och forskare som fokuseras bl.a. är Piaget, Kholberg, Lögstrup, D. Mayer & Salovey, Gardner, Vygotskij, Antonovsky, Steinberg samt Dewey. Undersökningen har gjorts med hjälp av sex kvalitativa intervjuer. Vi har intervjuat två stycken pedagoger per förskola, på två olika förskolor, samt en pedagog på en tredje förskola. En intervju gjordes även med Eva Mathiasson Thorbert som har skrivit boken Hjärtestunder - livskunskap i förskolan (2006).Med utgångspunkt från pedagogers uppfattningar om livskunskap i förskolan samt metodboken Hjärtestunder, så har vi konkretiserat och problematiserat begreppet livskunskap. Sammanfattningsvis pekar det som framkommit ur intervjuerna och litteraturen på att begreppet livskunskap inte är helt lätt att definiera. Hur man definierar begreppet beror på vem som tolkar det och vilken situation man befinner sig. Pedagogerna arbetar olika med livskunskap beroende på barngruppens behov och förutsättningar. / Jessica Rode and Josefin Rode, University of Malmö, teatchers education. A journey about lifeknowledge in infant school- a study based on six pedagogues thoughts and experiences about working with lifeknowledge in infant school.Our purpose and our questions is about which experiences and opinions pedagogues have about the work with lifeknowledge in infant school, and which work method the prefer and are using. We want the summary of the studys analysis to inspire to discussions about the subject.We give an theoretical overview which includes theorists och researchers such as Piaget, Kholberg, Lögstrup, D. Mayer & Salovey, Gardner, Vygotskij, Antonovsky, Steinberg and Dewey.The research is based on six qualitative interviews. The interviews has been done with two pedagogues on each infant school, at two infant schools, and one pedagogue at a third infant school. An interview was also made with Eva Mathiasson Thorbert, the author of the book - Hjärtestunder - livskunskap i förskolan (2006).We have concretisiced and reviewed the conception of lifeknowledge, with a starting point from pedagogues understandings about lifeknowledge in infant school and the method book Hjärtestunder.The summary of what has been obvious from the interviews and the literature is that the conception of lifeknowledge is not easy to define. Definitions of the concept are done in different ways depending on which person who makes the interpretation and are related to personal experiences. Pedagogues works diffrent depending on their childrens conditions and needs.

Notre travail porte sur les représentations des élèves de CE2, CM1 et CM2 sur la préhistoire et Cro-Magnon en articulant des éclairages propres à la didactique de l’histoire (modèle intermédiaire d’appropriation de l’histoire) et à la psychologie sociale (théorie des représentations sociales). Nous sommes partis du postulat que les savoirs de l’histoire scolaire étaient simplifiés à l’extrême, emplis de sens commun et parfois en contradiction avec les avancées récentes de la recherche. Nous avons émis l’hypothèse que la représentation des élèves sur la préhistoire était particulièrement unifiée, sous l’influence des représentations sociales historiques et socioculturelles, malgré l’intervention de l’enseignement. Après avoir présenté le cadre théorique, nous avons réalisé une étude épistémologique historique sur la préhistoire et Cro-Magnon avec une analyse des représentations historiques à partir d’une étude bibliographique, une synthèse des analyses récentes sur les représentations de la préhistoire et une synthèse des données scientifiques actuelles sur la préhistoire. Les analyses issues de l’objet d’étude ont permis d’identifier les principaux obstacles épistémologiques et les représentations sous-jacentes. Nous avons ensuite procédé à l’analyse de données empiriques que nous avons recueillies sous plusieurs formes : des questionnaires d’évocations hiérarchisées et des questionnaires de caractérisation. Une étude plus standard à l’aide d’un questionnaire classique a complété le dispositif : ce questionnaire, distribué avant, pendant et après le cours de préhistoire pour le niveau CE2, a permis à travers une étude diachronique de mesurer l’influence de l’enseignement sur les représentations des élèves. Les résultats ont été confrontés à ceux de l’objet d’étude et ont rendu possible l’identification de représentations ainsi que les principes organisateurs de prise de position c’est-à-dire leur ancrage socioculturel. Nous avons montré que le sens attribué à l’objet de représentation sociale de la Préhistoire est le résultat d’une convergence de différents facteurs dont finalement l’enseignement n’est qu’un élément périphérique voire marginal. L’influence majeure provient des déterminants historiques et socioculturels. Le savoir scolaire de sens commun élaboré à l’issue de l’intervention de l’enseignant était proche à bien des égards du savoir prescrit parce que ce dernier est aussi, en grande partie, un savoir socioreprésenté. La distance entre savoir appris et savoir prescrit d’une part et le savoir savant d’autre part est telle qu’il est possible de parler d’une rupture épistémologique. Du point de vue méthodologique, la triangulation a montré l’intérêt et la spécificité de chaque méthode : le questionnaire classique ne permet pas d’appréhender la structuration d’une représentation mais offre de nombreuses informations nécessaires à la compréhension des données produites par les outils plus spécifiques comme les questionnaires d’évocations et de caractérisation. C’est la diversité des approches qui a permis de circonscrire le savoir de sens commun scolaire sur la préhistoire. Ce savoir est particulièrement homogène car il est en grande partie socialement partagé et historiquement transmis. Il est aussi le résultat de la position que chaque élève occupe dans le champ social et culturel : cette position contribue selon les variables en jeu à sa structuration. Il s’agit d’un savoir socioreprésenté plutôt qu’un savoir socioconstruit car au final l’influence de la pensée sociale est prépondérante face à l’absence d’un apport constructiviste qui aurait pu « élever » et « stabiliser » la pensée de sens commun vers une pensée plus rationnelle dite « pensée historienne scolaire ». La discipline savante de référence de la préhistoire, l’archéologie, nous semble être la ressource idéale dans laquelle puiser pour la mise en œuvre d’une pédagogie socioconstructiviste qui favoriserait le développement d’un mode de pensée rationnel. / Our work focuses on the representations of pupils in French school levels of “CE2”, “CM1” and “CM2” on prehistory and Cro-Magnon by articulating insights specific to the didactics of History (intermediate model of the appropriation of History) and social psychology (theory of social representations).We started from the principle that knowledge in History acquired at school was simplified to the extreme, full of common sense and sometimes in contradiction with the recent advances in prehistoric research. By doing so, school knowledge would be a socio-represented academic knowledge rather than a school knowledge socio-built essentially of educated RS. We made assumptions that pupils representations on prehistory was particularly unified under the influence of historical and socio-cultural social representations, despite the intervention of education. The programs and especially the manuals themselves filled with social representations would promote social thinking at the expense of a controlled historical thinking.We focused on methodological triangulation and conducted several types of analysis in order to confront them. After presenting the theoretical framework, we conducted a historical epistemological study on prehistory and Cro-Magnon with an analysis of historical representations from a bibliographic review, a synthesis of recent analyzes of representations of prehistory and a synthesis of current scientific data on prehistory. Analyses from the object of study identified the main epistemological obstacles and the underlying representations.We then proceeded to the analysis of empirical data that was collected in several ways: prioritized evocations questionnaires and characterization questionnaires. A more standard study using a classic questionnaire completed the device/scheme: this questionnaire distributed before, during and after the prehistory lesson for the CE2 level, enabled through a diachronic study to measure the influence of teaching on the pupils representations.The results were compared with those of the object of study and have made possible the identification of representations as well as the organizing principles of position statements, that is to say, their socio-cultural anchor.We showed that the meaning attributed to the object of social representation of Prehistory is the result of a confluence of factors where, in the end, teaching is only a marginal or a peripheral element. The major influence comes from the historical and sociocultural determinants. School knowledge of common sense developed after the teacher's intervention was close, in many ways, to the knowledge to be taught, because the latter is also, to a large extent, a socio-represented knowledge. The distance between learned knowledge and knowledge to be taught, on the one hand, and scientific knowledge on the other hand, is such that it is possible to speak of an epistemological rupture. From a methodological point of view, triangulation has showed the interest and the specificity of each method: the classic questionnaire does not allow to allow to understand the structuring of a representation but offers a lot of information necessary for the understanding of the data produced by more specific tools like evocations and characterization questionnaires. It is the diversity of approaches that helped identify the school knowledge of common sense on prehistory.Learning is not just the result of memory but an integration-reconstruction of knowledge elements. School knowledge of common sense on prehistory is particularly homogeneous because it is largely socially shared and historically transmitted. This knowledge is also the result of the position that each pupil occupies in the social and cultural fields: this position contributes according to variables involved (sex, socio-professional categories, level, geography, type of pedagogy, classroom / school) to its structuring. It is a socio-represented knowledge rather than a socio-b

SAMMANFATTNING Ett av de valbara kandidatprojekten på KTH 2014 var att utifrån ett ganska detaljerat program utforma en stor förskola i Tantolunden i Stockholm. Åtta avdelningar, det vill säga 130 barn och 30 anställda. Dessutom en så kallad plusfunktion med avsikt att ge byggnaderna användning även när förskolan var stängd.   Min ambition var att göra en pedagogisk arkitektur på barnens villkor och med ständigt prioritet på barnens bästa. Efter en serie workshops med barnen på Ragvalds förskola utkristalliserade sig tre bärande idéer.   – Förskolan ska ha torn att leka i. – Tegel är det bästa byggmaterialet. – Det ska vara enkelt att gå in och ut.   Detta lovade jag dem att ha med i mitt förslag. Resultatet blev en serie byggnader, sammanlagt 8 stycken sammanbundna av lider och lektorn, över en av de befintliga stigarna i Tantolunden.  Även barn som inte går på förskolan har tillgång till de fyra lektornen individuellt utformade. Periskopen, Borgen, Solsystemet och Rutschkanan. Vidare utformas övervåningarna på ett sådant sätt att de blir lämpliga att hyra ut till andra barn- eller ungdomsverksamheter. Eller bara till födelsedagskalas. / ABSTRACT One of the options of the main project at the bachelor degree level at KTH 2014 was to design a large pre school based on quite detailed proposal situated at Tantolunden, Stockholm. The building was to fit eight classes i.e. 130 children and 30 staff. An additional request was to take into consideration that the buildings were supposed to be used for other activites when the pre school was closed.   My ambition was to design a building based on pedagogy of play and learn and the terms decided by the children themselves. Three clear key ideas came out from the progress of a series of workshops with the children from Ragvald’s preschool.   - The preschool should have towers to play in - Bricks are the best material to use - It should be easy to walk in and out   I made a promise to make sure the three  ideas would be incoperated in my proposal/design. The result was a series of buildings, eight in total, linked by towers and overbuilt passages stretching over one of the existing paths in the park. The individually designed towers were made so that the public could use them outside opening hours. The towers were namned the Periscope, the Castle, The Solar system and the Slide . Furthermore the upper floors were designed so it would be easy  to rent them out to external children- or youthgroups. Or just to hire for a birthday party.

This dissertation contributes to the study of educational change and the conditions thereof. During the second half of the 19th and first half of the 20th centuries, Swedish early care and education (ECE) programs underwent a comprehensive transformation as formal instruction was supplanted by early childhood education. My analysis of this transformation utilizes a comparatively long time-frame, an organizational historical perspective, and archival material from 44 ECE societies. It focuses on three types of ECE programs: infant schools, day nurseries, and kindergartens. Since philanthropic societies organized such programs, this study’s results are also of interest to the history of philanthropy. Early childhood education was established through a selection and adaptation process in which existing ECE programs were closed or changed as new ones were established. My investigation demonstrates that this occurred on the basis of the conditions in which individual ECE programs operated. Factors that stand out in this regard are the debate concerning infant schools, the funding of ECE programs, and the expansion of the mandatory elementary education system, together with changes in the dissemination of ideas about education and the establishment of municipal regulations. How these conditions contributed to educational change constitutes the substance of the dissertation. The results of this dissertation deepen our knowledge of the finances of ECE programs, their organizational niche, and their relations with municipal authorities. This study questions the significance for educational change within these programs that has been attributed to the growth of a romantic conception of childhood. It provides a new picture of the role of the kindergarten movement in this regard and ascribes to day nurseries a previously unobserved role in educational change. This dissertation thereby contributes to a revision of recurrent assumptions concerning educational change and of the connection between such change and general societal or ideological structures.

The diploma thesis "A parent as a party to educational policy: Preschool education from the point of view of parents" deals with parents as participants of educational policy who, first of all, use various options when ensuring education for their preschool age children. In separate chapters three areas of life-long education are presented - formal, non-formal and informal which a parent chooses for his/her child. The educational policy is influenced by a parent's decisions, attitudes and strategies. What are his/her approaches with respect to individual areas, his/her expectations, whether the quality and offer corresponds to their conception, that is what results from this thesis.

Syftet med studien har varit att med en mikrohistorisk ansats lyfta fram Anna Wemans roll som en föregångare i den svenska förskolans historia. I undersökningen av Wemans pedagogiska material skapas en bild av hur den småbarnsskolornas pedagogiska utveckling i riktning mot Fröbel såg ut vid sekelskiftet 1900. Med hjälp av en analys som påbörjades redan vid arkivet har jag hittat tecken på spårberoende, förändring och kontinuitet gentemot såväl dåtid som nutid. I arbetet har en empiridriven metod använts och empirin har visat tydliga tecken på att Anna Weman var engagerad och påläst inom gängse pedagogiska metoder och att förändringsarbetet bedrevs med en respekt och ödmjukhet inför det förflutna.