The diploma thesis deals with problems of preparation of children in kindergartens before entering elementary school. The work is mainly focused on the development of pre- reading skills in children. The first part of the thesis deals with the issue of pre-school education legislation. The following are the areas in which children need to develop the most and need to be supported. The second part of the diploma thesis contains information about the survey that was carried out. In conclusion, recommendations and a summary of the lessons learned are presented.

The diploma thesis entitled The Strategy of Human Resource Management in Kindergartens and Primary Schools has the main goal of comparing the differences in the strategic management of human resources in kindergartens and primary schools. The thesis defines human resources management as a modern form of personnel work, emphasizes the importance of strategic management and analyzes standard forms and methods of human resources management. It deals with the strategic management of human resources in education and in this context shows the specifics of human resource management in kindergartens and primary schools. It also defines human resource management in education, what are the prerequisites for successful management and strategy development. Two research methods were selected for empirical research: questioning and semi-structured interviews. The method of the questionnaire was supplemented by the method of a semi-structured interview due to more precise and detailed information on the issue of strategic human resources management in kindergartens and primary schools. The practical goal is to get an overview of the strategic management of human resources in kindergartens and primary schools and the possible use of the information obtained in the strategic management of human resources to...

This thesis deals with the system of schools in Waldorf and the education of Waldorf kindergarten teachers in the Czech republic. The theoretical part is focused on the personality of Rudolf Steiner and his philosophy, followed by the formation and spread of Waldorf-type schools in the Czech republic. Next, it is focused on the Association of Waldorf schools and the Association of Waldofrn kindergartens, which support the education of Waldorf teachers. An element of the theoretical part is also an analysis of the education of teachers for Waldorf kindergartens. The goal of the practical part is to determine the continuity of each individual grade of education of Waldorf schools in the Czech Republic, and a focus on research, whose goal is to find out the continuity of the individual grades of education of Waldorf schools in the Czech Republic.The next part is dedicated to an analysis of the 'School educational programs' of selected Waldorf kindergartens and their comparison thereafter. Organisation and the content of educational seminars for Waldorf kindergarten teachers and a task 'Association of Waldorf kindergartens in organising educational seminars' is described in the next part. The conclusion of the practical part is based on a survey among teachers of Waldorf kindergarten teachers. The goal...

The diploma thesis deals with the definition and explanation of the terms primary prevention, endangered child, social exclusion and the context of social exclusion or endangerment of a child by social exclusion with primary prevention. Component part of the work is a detection tool that can help kindergarten teachers in evaluating the child and his situation, so that any problems can be detected in time. Areas that the detection tool deals with and how it has been evolved are described here. It also suggests possible procedures for solving problems based on the cooperation of the kindergarten teacher with a special pedagogue. It points out the shortcomings of the current system and suggests possible changes to the system with regard to streamlining the primary prevention of endangering children (in kindergartens). Component part of the diploma thesis is research based on qualitative and quantitative methods, especially interviews and questionnaire surveys, the aim of which was, among other things, to map the primary prevention of threats to children in kindergartens and to map compulsory preschool attendance. Primary prevention of endangering children in kindergartens is not possible, primarily for children with disabilities or at risk of social exclusion, and with regard to this issue it is...

本研究的目的有二，一是探討幼稚園組織創新，將從組織創新重要性、組織創新新穎性和組織創新等三方面，以釐清幼稚園組織創新的樣貌。二是探討幼稚園跨組織關係對組織創新的影響，其中跨組織關係又分為體制連結與資源連結。體制連結係指，園長是否為該協會成員，以及一年內參與政府和專業團體所舉辦的研習活動時數，和園所校外教學觀摩的次數；資源連結係指幼稚園在一年內與社區辦理活動次數或交流的頻率。 本研究經由分層隨機抽樣，在台北、台中與高雄縣市共寄發315份問卷，請各所的園長填寫。其中，回收的有效問卷為95份，回收率則為30.48%。且以t考驗、變異數分析、Pearson積差相關和層級回歸分析進行考驗。 本研究獲致之研究結果如下 一、本研究共列舉118項創新措施，其中教學創新為62項，行政創新 為58項。 二、不同組織規模的園長對教學創新重要性的評價也不相同，藉由 Scheff’s的多重比較後，發現小型幼稚園園長對教學創新重要 性的評價顯著高於中型幼稚園園長。 三、不同組織規模的園長對教學創新和行政創新的新穎性評價亦不 同，經Scheff’s多重比較後，發現小型幼稚園園長對教學創新 新穎性的評價遠高於中型幼稚園園長。 四、在教學創新上，私立幼稚園採用的創新措施顯著多於公立幼稚 園。 五、在行政創新上，私立幼稚園採用的創新措施顯著多於公立幼稚 園。 六、在教學創新上，城市地區的幼稚園採用的創新措施顯著多於鄉村 地區的幼稚園。 七、在行政創新上，城市地區的幼稚園採用的創新措施顯著多於鄉村 地區的幼稚園。 八、幼稚園園長對組織創新重要性的評價與教學創新有顯著的相關 性。 九、幼稚園園長對組織創新重要性的評價與行政創新有顯著的相關 性。 十、幼稚園的資源連結愈高，則教學創新愈多。 十一、幼稚園的資源連結愈高，則行政創新愈多。 關鍵字：幼稚園、組織創新、跨組織關係、教學創新、行政創新、體制連結、 資源連結 / The purpose of this article is to integrative organizational innovation and the relationship between organizational innovation and Interorganizational links in Kindergarten. A stratified random sampling and a questionnaires survey are adopted for the study and were distributed to 315 kindergartens in Taipei County, Taipei City, Taichung County, Taichung City, Kaohsiung County and Kaohsiung City. The number of valid returns was 95, and the valid return rate was 30.48%. The data were analyzed with descriptive statistics, Pearson correlation, t-test, ANOVA, and hierarchical regression analysis. The results were as follow: 1.In the study, we particularized 118 innovations: instruction innovation are 62 items, and the administrative innovation are 58 items. 2.The difference in scale of kindergarten results in the difference in the importance of instruction innovation. 3.The difference in scale of kindergarten results in the difference in the degree of instruction innovation and administration innovation. 4.The difference in type of organization results in the difference in the instruction innovation. 5.The difference in type of organization results in the difference in the administration innovation. 6.The difference in area of organization results in the difference in the instruction innovation. 7.The difference in area of organization results in the difference in the administration innovation. 8.Our results showed a positive relationship between the importance of instruction innovation and the instruction innovation in Taiwan kindergartens. 9.Our results showed a positive relationship between the importance of administration innovation and the administration innovation in Taiwan kindergartens. 10.Kindergartens are more likely to adopt instruction innovations when they are linked with in resource links. 11.Kindergartens are more likely to adopt administration innovations when they are linked with in resource links. Key words: kindergartens、organizational innovation、interorganizational links、institutional links、resource links

本研究旨在探討幼稚園教師組織文化知覺、創意人格對於其創意教學之影響及三者之關係。首先瞭解幼稚園教師組織文化知覺、創意人格與創意教學之現況；其次分析不同園所屬性與教師個人變項在三者之差異情形；第三，分析幼稚園教師組織文化知覺、創意人格與創意教學三者之相關性；最後，以多元迴歸及結構方程模式分析幼稚園教師組織文化知覺與創意人格對其創意教學之預測力，以及三者結構方程模式之適配情形。 本研究透過文獻探討以及問卷調查法來瞭解上述研究目的，利用「診斷組織文化測驗」、改編之「創造性人格量表（Creative Personality Scale）」以及自編之「教師創意教學量表」為研究工具。以台北市公、私立幼稚園教師為研究母群體，並藉由兩階段抽樣方式抽取107所園所，321位教師為主要研究對象。共發出321份問卷，整體回收率有效問卷為63%。問卷回收後，使用SPSS14.0統計軟體及AMOS5.0進行描述性統計、信度分析、初探性與驗證性因素分析、獨立樣本t考驗、單因子變異數分析、Tukey多重比較、皮爾森積差相關、多元迴歸以及結構方程模式來分析資料。本研究主要結論如下： 壹、幼稚園教師所知覺之組織文化類型為「階層型文化」，且教師整體而言具高度創意人格與創意教學，且以「積極靈巧」之特質最為明顯；且能省思自己的教學目標。 貳、教師年齡與年資差異存在於其創意人格及創意教學中，其中，教師年齡越長、越資深，越具有明確的教學目標，在教學方法與評量上也越具創意。學歷程度之差異則存在於其創意教學中，且顯示教育研究所畢業之教師創意教學程度高於一般大學畢業之幼稚園教師。 參、共識型組織文化與創意教學相關程度最高。然，共識型的組織文化雖有助於教師創意教學的產生，但不保證教師能有高度的教學創意。 肆、教師本身之創意人格與創意教學有高度相關，且比幼稚園組織文化更能預測其教學創意程度。 伍、「共識型文化」、「發展型文化」、「理性型文化」三種文化類型與教師創意人格及創意教學之結構方程模式適配度尚可接受。 最後，研究者根據上述研究結論針對幼稚園、幼稚園教師以及未來之研究提出建議，以期對未來學前階段之創造力教育有所助益。 / The main purposes of this study was to: (a) understand the current situation of the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching; (b) explore the data of the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching between different backgrounds and influencing factors; (c) analyze the relationship between these three variables; (d) explore the predictive power of the teachers’ awareness of organizational culture of kindergartens and creative personalities on the creative teaching;(e)use SEM (Structural Equation Modeling) to explore the goodness-of-fit of the model between the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching. To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Three scales were used to measure the following constructs: “Creative personality scale”, “Diagnosing Corporate Culture”, and “Creative Teaching Scale for Kindergarten Teachers”. A total of 215 teachers from 107 kindergartens (both public and private schools) participated in this survey in Taipei, and with an effective response rate of 63%. The questionnaire data were analyzed by descriptive statistics, Cronbach αcoefficient analysis, explorative factor analysis, confirmative factor analysis, T-test, one way ANOVA, Tukey posteriority comparison, Pearson’s correlation analysis, multiple regression analysis, and Structural Equation Modeling through the use of SPSS14.0 for windows and AMOS5.0.The major results were summarized as follows: 1. The teachers’ awareness of organizational culture of kindergartens is an Internal Process Model (a bureaucratic type). Teachers are smart with high scores on creative personality and high scores on creative teaching, especially in the aspect of teachers’ teaching goals. 2. Teachers with over 21 years of teaching experience are more creative on teaching than the beginning teachers with only 1 year of teaching experience. Furthermore, the young teachers have less creative personalities than the older teachers. Besides, the teachers with a master degree in education are more creative on teaching than teachers with a bachelor degree in other fields than education. 3. A human relations model may contribute to teachers’ creative teaching, but would not necessarily bring about teachers’ high creative teaching. 4. Teachers’ creative personality is more predictable than the organizational culture of kindergartens. 5. The goodness-of-fit of the models between the teachers’ awareness of organizational culture of kindergartens, creative personalities and creative teaching are acceptable, especially in the human relation model, open system model and rational goal model. Keywords: Kindergarten teachers, creative teaching, creative personality, the organizational culture of kindergartens, Structural Equation Modeling (SEM)

隨著台灣少子化的衝擊和托育公共化政策推動下，使得幼教經營競爭越趨激烈。政府的公立幼兒園，雖然收費低廉，因為受政府諸多法規與行政制度的制約，常發生經營效率不佳；整體的品質不如私立幼兒園。為了不與民爭利及幼教發展的多元化，於是有了公辦民營幼兒園的政策推動。而有少數一、二家營運不佳而關門大吉，為了使公辦民營幼兒園的政策能更成功推廣下去。本研究想探討造成公辦民營幼兒園經營效率良窳的影響因子，而「家長滿意度」就是幼兒園品質一項重要觀察指標。根據文獻探討得知「資源基礎」和「品牌權益」是影響「家長滿意度」的主要因素，故本研究主要在探討公辦民營幼兒園將投入何種策略性「資源基礎」對「品牌權益」及「家長滿意度」具有影響力，同時也了解「品牌權益」是否具有中介效果? 本研究採用文獻分析法和問卷調查法進行研究。文獻分析法方面分別探討「資源基礎」實施情形、「品牌權益」與「家長滿意度」三者中，兩兩之間的關係。也進一步探討在公辦民營幼兒園中，「資源基礎」實施情形與「品牌權益」是如何影響「家長滿意度」。而在問卷調查法方面，以「公辦民營幼兒園實施資源基礎、品牌權益與家長滿意度調查問卷」為研究工具，並以大台北地區19家之公辦民營幼兒園之2492為幼兒家長為研究對象，採用便利抽樣方式進行問卷調查，共發放1,833份，剔除無效問卷後，回收有效問卷回收數為1,136份，有效問卷回收率為61.97%。 本研究採用結構方程模式分析方法軟體分別驗證「資源基礎」、「品牌權益」與「家長滿意度」之內涵外，也進一步探討「資源基礎」、「品牌權益」與「家長滿意度」之間的關係。本採用SPSS 18.0軟體探討「資源基礎」、「品牌權益」與「家長滿意度」之實施現況及不同背景變項是否對於「資源基礎」、「品牌權益」與「家長滿意度」有預測效果。 本研究獲致下列結論： 一、公辦民營幼兒園對於「資源基礎」、「品牌權益」及「家長滿意度」備受幼兒家長肯定 二、公辦民營幼兒園的「資源基礎」分別對於「品牌權益」與「家長滿意度」及「品牌權益」對於「家長滿意度」均具有顯著的預測效果 （一）「資源基礎」對「品牌權益」具有顯著正向的直接效果(γ1=0.92) ，此顯示公辦民營幼兒園落實「資源基礎」將有助於大量提升其「品牌權益」。 （二）「品牌權益」對「家長滿意度」具有顯著正向的直接效果(β1=0.70) ，此顯示公辦民營幼兒園提高「品牌權益」將有助於大幅改善其「家長滿意度」。 （三）「資源基礎」對「家長滿意度」具有顯著正向但小量的直接效果(γ2＝0.25)，此顯示加強實施「資源基礎」對於提升「家長滿意度」的直接效果較小。 三、「資源基礎」可透過「品牌權益」對「家長滿意度」具有顯著且大量的中介效果0.64(即0.92*.70=0.64，p<0.001)；原本「資源基礎」對「家長滿意度」的直接效果只有0.25，而「資源基礎」對於「家長滿意」之總效果為0.89 (即0.25+0.64=0.89，p<0.001)。 四、背景變項對「資源基礎」、「品牌權益」及「家長滿意度」之效果方面 （一）對於「資源基礎」之構面具有顯著效果之背景變項，計有幼兒家長的年齡、教育程度、目前養育的子女數、家庭平均月收入及幼兒園立案年數等5個變項。 （二）對於「品牌權益」之構面具有顯著效果之背景變項，計有幼兒家長的年齡、教育程度、目前養育的子女數及幼兒園立案年數等4個變項。 （三）對於「家長滿意度」之構面具有顯著效果之背景變項，計有幼兒家長的性別、年齡、教育程度及幼兒園立案年數等4個變項。 / With the impacts of low-birth rate and the impetus of the public policy of how to make private childcare public, causing the competition of the preshool management become keener and keener. Although the fees of public kindergarden are low, the efficiency of their managements are also low because of the restriction on legislations and the administrative system of the government. Their qualities are also not as the private kindergartens. In order not to compete with the public kindergarden and the diversification of the early childhood education, hence there are the impetus of the private management of public kindergartens. In the cause of successfully spread the private management of public kindergartens, there are also a few closing down. 　　This study is to explore the cause of the private management of public kindergartens efficiency good or bad of the influence factor, and the parental satisfaction is an important observation index of the kindergarten quality. 　　According to the literature review, “Resource base” and “Brand equity” is the main factor impact of “Parental satisfaction” . Therefore, this research is to explore the influence of how the kindergarten of private management of public kindergarten put into the strategies of “Resource base” to “Brand equity” and “Parental satisfaction”. And also to understand whether “Brand equity” has the intermediate factor or not? 　　The present study adopted two approaches, including “literature review” and “questionnaire survey”. The study designed the “questionnaire of the Resource base , Brand equity and Parental satisfaction as the instrument. 2,492 Child’s parents in the 19 private management of public kindergartens in Big Taipei area were the population. The study distributed by convenient sampling, and got 1,136 valid samples after gathering and deliting some invalid questionnaires from 1,833 samples. The rate of valid samples is 61.97％. 　　The study not only took structural equation modeling(SEM) to confirm the contents of the “Resource base”, “Brand equity” and “Parental satisfaction”, but also discuss the relationships of the “Resource base”, “Brand equity” and “Parental satisfaction”. Moreover, the present study used the software of SPSS 18.0 to understand the current of the “Resource base”, “Brand equity” and “Parental satisfaction” in the private management of public kindergartens and confirm the contents of the variables of the subjects. 　　There were some major conclusions made as follows: 1.“Resource base”, “Brand equity” and "Parental satisfaction' in the private management of public kindergartens are highly accepted by the child’s parents. 2.“Resource base” for the “Brand equity” and “Parental satisfaction” and “Brand equity”in the private for the Parental satisfaction" are significantly predictive. (1)“Resource base” has the significant and positive direct effect (γ1=0.92) on “Brand equity”. That is ; the higher degree of the “Resource base” implementations significant is , the higher “Brand equity” is. (2)“Brand equity” has the significant and positive direct effect (γ1=0.70) on "Parental satisfaction ". That is , the higher the implement degree of “Brand equity” is , the higher practice degree of "Parental satisfaction ". (3)“Resource base” has the significant and positive direct effect (γ1=0.25) on “Parental satisfaction”. That is ; strengthening “Resource base” implementation for enhancing “Parental satisfaction” is small effect . 3.Although “Resource base” has positive direct effect (γ1=0.25) on “Parental satisfaction”, strengthening “Resource base” implementation for enhancing "Parental satisfaction" is little effect. “Resource base” has an indirect effect on "Parental satisfaction " through “Brand equity” (the indirect effect size is 0.64) and the total effect is 0.89. In other words , when the “Resource base” is higher, "Parental satisfaction " will be indirectly enhanced by the “Brand equity”. To sum up, “Brand equity” is much of mediating effect between “Resource base” and “Parental satisfaction”. 4.The effects of the context variables on the “Resource base”, “Brand equity” and "Parental satisfaction " are made as follows: (1)5 context variables have significant effects on the “Resource base”. These variables involve age, education, the number of children, and the average household monthly income of child’s parents and the year of registered kindergarten . (2)4 context variables have significant effects on the “Brand equity”. These variables involve age, education, and the number of children of child’s parents and the year of registered kindergarten. (3)4 context variables have significant effects on the "Parental satisfaction ". These variables involve sex. age, and education child’s parents and the year of registered kindergarten.

Made available in DSpace on 2016-08-03T16:15:46Z (GMT). No. of bitstreams: 1 VolneiAlmeida.pdf: 693595 bytes, checksum: 297eb1438887407b5a07b52ddd8e96f8 (MD5) Previous issue date: 2014-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / One of the policies most used by the municipal public power to guarantee educational services to children 0-3 years and increasing the number of vacancies in kindergartens has been the adoption of partnerships through agreements with private institutions. Many questions emerge from this public policy, for example, the relationship between the secular state and the religiosity of many of these institutions. This study arose from the need to provide greater transparency and broaden the debate on the agreements between the municipal government and aid agencies, especially regarding the conflict between the public and the private, between the secular and the religious. This study aimed to investigate public-private partnerships and the possible impacts on the secular state and the right to education. The research problem posed was what the CME Paper 12/2011 revealed about the secular state and the religiosity of partner institutions in the care of early childhood education in São Bernardo do Campo. There was the assumption that the representation of a convening authority to the Municipal Board of Education on spiritual education express a possible religious education projection in public kindergarten. The theoretical discussion involved as authors FISCHMANN (2009), ARELARO (2008), SARMENTO (2006), ADRIÃO (2009), OLIVEIRA (2005) and ideas that dealt with the deformations of public and private interests, the supply of places following daycare, religious instruction in public schools. The methodology used was to analyze literature and documents. The literature shows a historical subordination of public early childhood education to private welfare and disputes over implementation of religious education in public basic education. The documents analyzed revealed that there may be some degree of involvement of the secular state when it formalizes partnerships with charities of religious origin, especially when evaluating the shortcomings and trends of management and supervision of agreements made by the government. It is believed that this study opens the doors to investigate policies and practices that are facing or stimulating religious education in public schools and covenanted day cares. / Uma das políticas mais utilizadas pelo poder publico municipal para garantir o atendimento educacional às crianças de 0 a 3 anos e a ampliação do número de vagas em creches, tem sido a adoção de parcerias por meio de convênios com instituições privadas. Muitas questões emergem desta política pública como, por exemplo, a relação entre a laicidade do Estado e a religiosidade de grande parte destas instituições. Este estudo surgiu da necessidade de se dar maior transparência e ampliar o debate sobre os convênios entre o poder público municipal e entidades assistenciais, principalmente, no que tange o embate entre o público e o privado, entre o laico e o religioso. Este trabalho teve como objetivo investigar as parcerias público-privadas e os possíveis impactos sobre a laicidade do Estado e o direito à Educação. O problema de pesquisa posto foi o que o Parecer CME 12/2011 revela sobre a laicidade do Estado e a religiosidade das instituições conveniadas no atendimento a educação infantil do município de São Bernardo do Campo? Havia a hipótese de que a representação de uma entidade conveniada ao Conselho Municipal de Educação sobre educação espiritual expressasse uma possível projeção de ensino religioso na educação infantil pública. A discussão teórica envolveu autores como FISCHMANN (2009), ARELARO (2008), SARMENTO (2006), ADRIÂO (2009), OLIVEIRA (2005) e ideias que tratavam das deformações dos interesses públicos e privados, da oferta de vagas no seguimento de creche, do ensino religioso em escola pública. A metodologia empregada foi analise bibliográfica e documental. A literatura aponta uma histórica subordinação da educação infantil pública à assistência social privada e as disputas pela implantação do ensino religioso na educação básica pública. Os documentos analisados revelaram que é possível haver certo grau de comprometimento da laicidade do Estado quando se formaliza parcerias com entidades assistenciais de origem religiosa, principalmente, quando se avalia as deficiências e tendências de gestão e supervisão dos convênios realizados pelo poder público. Acredita-se que este estudo abre portas para novas investigações sobre políticas e práticas que enfrentam ou estimulam o ensino religioso em escolas públicas e creches conveniadas.

This work is focused on children at preschool age from these points of view: biology, psychology, sociology and pedagogy with the consideration to the evolution of child´s personality at kindergarten. The work results from the General Educational Program for Preschool Education at kindergartens which wants to extend and deepen single topics about the spiritual factors of the child. In practical part there are proposals of topics for the work with preschool children for three-year period. These topics relate to single periods of liturgical and calendar year. In the form of game the children are approaching to single periods during the school year by the help of symbols which are typical for each period.

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2016-10-17T17:07:56Z No. of bitstreams: 2 Dissertação - Maria Aparecida Costa - 2016.pdf: 4556676 bytes, checksum: 36666fb9a29d51ae52e5ba9c868fc8b2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-10-17T17:11:57Z (GMT) No. of bitstreams: 2 Dissertação - Maria Aparecida Costa - 2016.pdf: 4556676 bytes, checksum: 36666fb9a29d51ae52e5ba9c868fc8b2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-17T17:11:57Z (GMT). No. of bitstreams: 2 Dissertação - Maria Aparecida Costa - 2016.pdf: 4556676 bytes, checksum: 36666fb9a29d51ae52e5ba9c868fc8b2 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-06-21 / This research, entitled The Early Childhood Education in Goiás in the 1980s and 1990s: pathways and contradictions linked to the line of research Training, Teacher Professionalization and Work Education of the Postgraduate Program in Education, of Faculty of Education, of Federal University of Goiás. Integrates design Public Policy and Education of Children in Goiás: history, concepts, projects and practices developed by the Center for Studies and Research of Childhood and its Education in Different Contexts (NEPIEC). The research adopted the perspective socio-historical dialectic, with the objective to know the history process of the institutions of children education who were under the responsibility of public power state in the 1980s and 1990s and to identify where they are today and designs educational they develop. As a methodological option, the survey was conducted in joint steps, covering literature, documentary research and empirical step, in which were used: questionnaires, interviews and site visits to four municipalities in Goiás (Anápolis, Goiânia, Senador Canedo and Trindade). The research was guided by the following questions: The State has structured public policies to ensure the provision of Early Childhood Education for children 0-6 years? State institutions existing Early Childhood Education in the 1980-1990 period are still functioning? As are today, that social purpose and which educational projects they propose? The theoretical dialogue throughout the research process took place with various scholars, such as: Almeida (2011), Alves (2014), Barbosa (1997, 1999a, 2000, 2001, 2003, 2006), Marx (2003), Moura (2002) Kuhlmann (2007), Priore (2008) and Sposito (1993). The research confirms previous studies that indicate the absence of documentary sources and highlights the need for childhood education institutions rebuild their files and thus preserve the history. Contradictions in Early Childhood Education was observed in the 1980s and 1990s, in which the data show that the state fails to comply with the legal requirements for establishing public policies for Early Childhood Education. In addition, also it found is that, in the studied time, there are educational projects that demonstrated the adoption of textbooks in early childhood education. There has been undeniable progress in legislation directed to children 0-6 years, however, are perceived influences of neo-liberalism in the laws and official documents and, consequently, professional identity building childhood education and continuing education. / Esta pesquisa, intitulada A Educação Infantil em Goiás: percursos e contradições nas décadas de 1980 e 1990 vincula-se à linha de pesquisa Formação, Profissionalização Docente e Trabalho Educativo do Programa de Pós-Graduação em Educação, da Faculdade de Educação, da Universidade Federal de Goiás. Integra o projeto Políticas Públicas e Educação da Infância em Goiás: história, concepções, projetos e práticas, desenvolvidos pelo Núcleo de Estudos e Pesquisas da Infância e sua Educação em Diferentes Contextos (NEPIEC). A investigação adotou a perspectiva sócio-histórico-dialética, tendo como objetivos conhecer o processo histórico das instituições de Educação Infantil que estavam sob a responsabilidade do poder público estadual nas décadas de 1980 e 1990 e identificar onde estão hoje e que projetos educativos elas desenvolvem. Como opção metodológica, a pesquisa foi realizada em etapas articuladas, abrangendo levantamento bibliográfico, pesquisa documental e uma etapa empírica, na qual foram utilizados: questionários, entrevistas e visitas in loco a quatro municípios goianos (Anápolis, Goiânia, Senador Canedo e Trindade). A pesquisa foi orientada pelas seguintes questões: O governo do estado de Goiás estruturou políticas públicas no sentido de garantir a oferta de Educação Infantil às crianças de 0 a 6 anos? As instituições estaduais de Educação Infantil existentes no período de 1980-1990 continuam seu funcionamento? Como se constituem hoje, com que finalidade social e quais projetos educativos elas propõem? O diálogo teórico durante todo o processo da pesquisa se deu, com vários estudiosos, tais como: Almeida (2011), Alves (2014), Barbosa (1997, 1999a, 2000, 2001, 2003, 2006), Marx (2003), Moura (2002), Kuhlmann (2007), Priore (2008) e, Sposito (1993). A pesquisa confirma estudos que apontam a ausência de fontes documentais e evidencia a necessidade das instituições de Educação Infantil reconstruir seus arquivos e assim, conservarem a história. Observaram-se contradições na Educação Infantil nas décadas de 1980 e 1990, em que os dados mostram que o Estado deixa de cumprir com as exigências legais de estabelecimento de políticas públicas para a Educação Infantil. Além disso, constatou-se também que, na época pesquisada, há projetos pedagógicos que demonstraram a adoção de apostilamento na Educação Infantil. Houve avanços inegáveis nas legislações voltadas para a criança de 0 a 6 anos, no entanto, percebem-se influências do neoliberalismo nas leis e nos documentos oficiais e, consequentemente, na construção da identidade do profissional de Educação Infantil e na formação continuada.