Spelling suggestions: "subject:"kinderspiel"" "subject:"kinderspital""
1 |
Spel en spelpaedagogische problemen. Le jeu et ses problèmes psycho-pédagogiques. Avec un résumé en françaisVermeer, E. A. A. January 1955 (has links)
Academisch proefschrift--Utrecht. / Includes bibliographical references.
|
2 |
Spel en spelpaedagogische problemen. Le jeu et ses problèmes psycho-pédagogiques. Avec un résumé en françaisVermeer, E. A. A. January 1955 (has links)
Academisch proefschrift--Utrecht. / Includes bibliographical references.
|
3 |
Make-believe through words a linguistic study of children's play with a doll's house /Strömqvist, Sven, De Château, Peter. January 1984 (has links)
Thesis (Ph. D.)--University of Göteborg. / Added t.p. with abstract and errata slip (3 p.) inserted. "(Section 1.3 in cooperation with Peter de Chateau, M.D.)." Includes bibliographical references (p. 212-217).
|
4 |
Children's outdoor environment a study of children's outdoor activities on two housing estates from the perspective of environmental and developmental psychology /Bj̈orklid, Pia, January 1982 (has links)
Thesis (doctoral)--Stockholm Institute of Education, 1982? / Includes bibliographical references (p. 241-255).
|
5 |
Children's outdoor environment a study of children's outdoor activities on two housing estates from the perspective of environmental and developmental psychology /Bj̈orklid, Pia, January 1982 (has links)
Thesis (doctoral)--Stockholm Institute of Education, 1982?. / Bibliography: p. 241-255.
|
6 |
Implementering van spel in die Gr R klas in die preprimere en primere skoolRaubenheimer, Lorinda Riana 06 1900 (has links)
Play can be seen as a very important component in the learning programme of pre-school children. The question arises whether the Gr R teacher has adequate play incorporated into the daily schedule?
The research question was answered as follows. Although it was revealed in the study that the teachers who had pre-primary and Bed qualifications, possessed more (play) knowledge of all the teachers, the rest of the Gr R teachers indicated that they did have a need to gather more knowledge in childrens’ play, as well as implementing it into the day programme.
The third part of the research question was also answered namely; that too much formal education were taking place in the Gr R classes in primary schools. The answer to the question; whether there is enough play in the Gr R class in a primary school is; “no”,
10
and whether there is enough play in the Gr R class in the pre-primary school is; “yes”. It was concluded that the Gr R education methods in the primary school is far more formal than that of the pre-primary school. The research question is thus fully answered and the study was completed successfully. / Spel kan gesien word as ’n baie belangrike komponent van die leerprogram vir voorskoolse kinders. Die vraag ontstaan of Gr R onderwyseresse genoegsame spel in die dagprogram implementeer?
Die navorsingsvraag is as volg beantwoord. Alhoewel dit in die studie na vore gekom het, dat die onderwyseresse wat preprimêr en BEd gekwalifiseer is oor die meeste speelkennis beskik, het die meeste Gr R onderwyseresse aangedui dat hul wel ’n behoefte het om meer kennis rakende kinderspel en die implementering daarvan in die dagprogram te bekom.
Die laaste vraag voortvloeiend uit die navorsing of daar genoegsame spel in die Gr R klasse plaasvind was die gevolgtrekking “nee” by primêre skole en “ja” by preprimêre skole. Daar is tot die gevolgtrekking gekom dat Gr R onderwys by primêre skole se onderrigmetodes baie meer formeel is as Gr R by preprimêre skole. Die navorsings-vraag is dus in geheel beantwoord en die studie is suksesvol voltooi. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)
|
7 |
Implementering van spel in die Gr R klas in die preprimere en primere skoolRaubenheimer, Lorinda Riana 06 1900 (has links)
Play can be seen as a very important component in the learning programme of pre-school children. The question arises whether the Gr R teacher has adequate play incorporated into the daily schedule?
The research question was answered as follows. Although it was revealed in the study that the teachers who had pre-primary and Bed qualifications, possessed more (play) knowledge of all the teachers, the rest of the Gr R teachers indicated that they did have a need to gather more knowledge in childrens’ play, as well as implementing it into the day programme.
The third part of the research question was also answered namely; that too much formal education were taking place in the Gr R classes in primary schools. The answer to the question; whether there is enough play in the Gr R class in a primary school is; “no”,
10
and whether there is enough play in the Gr R class in the pre-primary school is; “yes”. It was concluded that the Gr R education methods in the primary school is far more formal than that of the pre-primary school. The research question is thus fully answered and the study was completed successfully. / Spel kan gesien word as ’n baie belangrike komponent van die leerprogram vir voorskoolse kinders. Die vraag ontstaan of Gr R onderwyseresse genoegsame spel in die dagprogram implementeer?
Die navorsingsvraag is as volg beantwoord. Alhoewel dit in die studie na vore gekom het, dat die onderwyseresse wat preprimêr en BEd gekwalifiseer is oor die meeste speelkennis beskik, het die meeste Gr R onderwyseresse aangedui dat hul wel ’n behoefte het om meer kennis rakende kinderspel en die implementering daarvan in die dagprogram te bekom.
Die laaste vraag voortvloeiend uit die navorsing of daar genoegsame spel in die Gr R klasse plaasvind was die gevolgtrekking “nee” by primêre skole en “ja” by preprimêre skole. Daar is tot die gevolgtrekking gekom dat Gr R onderwys by primêre skole se onderrigmetodes baie meer formeel is as Gr R by preprimêre skole. Die navorsings-vraag is dus in geheel beantwoord en die studie is suksesvol voltooi. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)
|
Page generated in 0.0424 seconds