The subject of this thesis is to show how to use folk songs and various musical activities when working with pre-school children. The theoretical part of this thesis includes a definition of folk music as well as a brief introduction into the history of folk music in Bohemia and Moravia. There are also numerous suggestions of musical activities which develop musical talent of children. The activities are divided into groups according to the age of children and therefore can be used not only in kindergarten but also on other occasions. The last chapter of this part is dedicated to Framework Educational Programme for Preschool Education. The practical part focuses on how to use folk songs in everyday life of pre-school children. The songs are grouped so that they are suitable for particular age group, bearing in mind the overall programme of the pre-school educational system. The first chapter called Meeting consists of songs which could be nicely used in September, when children are new to the kindergarten. Then there is a part called Autumn, suitable primarily for this part of the year. Next, children work on a dramatization of the fairy tale called Začarovaný les which is then, together with songs, used as a performance for their parents and friends. At the end of the thesis there are...

Este trabalho trata da adequação do espaço para a escola infantil como um dos requisitos básicos para a inclusão da criança com necessidade especial. A pesquisa foi direcionada para as necessidades especiais físicas e visuais pois são as que demandam maiores adequações no espaço físico. O objetivo é o de lançar diretrizes de projeto arquitetônico para escolas de educação infantil, tornando esses espaços adequados às crianças com necessidades físicas e visuais. Desta forma, as crianças terão mais autonomia para vivenciar o espaço escolar e terão melhores condições de aprendizagem. O ambiente escolar deve oferecer espaços seguros, acessíveis e compatíveis com a metodologia pedagógica. Foi realizada uma pesquisa junto às escolas de educação infantil na cidade de São Carlos que atendiam em 2006, crianças com necessidades especiais, para detectar os problemas espaciais nos ambientes escolares infantis. Para coleta de dados foram utilizados vários procedimentos: entrevistas com diretores, aplicação de questionários aos pais e professores, realização de desenhos temáticos pelos alunos, fotografias e vistorias técnicas. Com base nos resultados da coleta de dados e levantamento bibliográfico, no final são apresentadas diretrizes de projeto arquitetônico. Tais diretrizes têm como objetivo tornar adequados os edifícios escolares destinados à educação infantil, otimizando o desempenho das crianças, principalmente das que apresentam necessidades especiais. / This work deals with adapting pre-school environments as one of the basic requirements to include children with special needs. The research was conducted for special physical and visual needs as they require more adaptations in a physical environment. The aim is to set guidelines of the architectural project for pre-schools making these environments suitable for children with physical and visual needs. Taking this into account, children will be more autonomous to experience the school environment, as well as have better learning conditions. The school environment should offer safe and accessible spaces which are compatible with the educational methodology. Research was carried out in pre-schools in the city of São Carlos attending children with special needs in 2006 to detect spatial problems in pre-school environments. In order to collect the data, various procedures were used: interviews with directors, asking parents and teachers to fill in questionnaires, asking the pupils to draw pictures of various themes, photographs and technical inspections. Based on the results from the data collection and literature review, at the end of the work guidelines of the architectural project are presented. The aim of these guidelines is to adapt pre-school buildings optimizing the performance of the children, mainly of those who have special needs.

Made available in DSpace on 2016-04-27T14:31:03Z (GMT). No. of bitstreams: 1 Beatriz de Oliveira Abuchaim.pdf: 20766521 bytes, checksum: c6d4cd300bdb59c4fc9f0f12aa213966 (MD5) Previous issue date: 2012-12-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Considering the huge increase in Early Childhood Education (ECE) coverage in Brazil in the last few decades, it has become very important for Brazilian researchers to study the quality of this education. That is, to describe which are the social and learning opportunities available for children in ECE institutions. Many studies have shown that educational practices quality is strongly related to a well-structured curriculum and good pedagogical planning, which responds to curriculum prescriptions and also to children s interests. Having said that, this research aimed to study how the curriculum is transposed into a pedagogical planning and then into everyday life in a pre-school. Two ECE institutions were investigated in São Paulo, using the case study methodology. Data were collected by means of interviews with teachers, supervisors and directors. Observations were made to describe the everyday life of preschool groups. The following documents were analyzed: municipal curriculum, ECE institution curriculum and pedagogical planning of the classrooms observed. The results indicate that teachers play a crucial role to implement the curriculum in everyday life. In their work, they usually try to compose a practice based on children´s interests, conceptions of the curriculum and their own conceptions about Education. In this process, the activity of planning is considered important in order to provide moments for teachers to think over their practices, once they have time to: write about the past and project the future; debate with the team about daily events and do research to support their work / Dada a grande expansão de matrículas na educação infantil no país, torna-se necessário estudar como essa educação está sendo construída, ou seja, que oportunidades de desenvolvimento, sociabilidade e aprendizagem realmente vêm sendo oferecidas às crianças. Inúmeros estudos têm mostrado que a qualidade das práticas educacionais está intrinsecamente relacionada a um currículo bem construído e a um planejamento consistente das atividades, que atenda tanto as prescrições curriculares quanto os interesses das crianças. Por tudo isso, esta pesquisa objetivou investigar como se dá a transposição do prescrito no currículo para o planejamento e deste para o cotidiano de instituições de Educação Infantil, mais especificamente de pré-escolas. Para tanto, foram realizados estudos de caso em duas instituições públicas de educação infantil do município de São Paulo. Os dados foram coletados por meio de entrevistas com a supervisora da Diretoria Regional de Educação, professores, diretores e coordenadores pedagógicos. Foram realizadas observações do cotidiano de grupos de pré-escola e foram analisados os seguintes documentos: orientações curriculares municipais, projetos pedagógicos das unidades e planos dos professores. Os resultados indicam que a mediação do professor é fundamental para transpor o que está no currículo para o cotidiano, procurando integrar os interesses das crianças, concepções do projeto pedagógico da instituição e suas próprias intenções educativas. Nesse processo, o planejamento tem um papel importante no sentido de propiciar momentos de reflexão ao professor sobre sua prática, envolvendo a escrita sobre o que aconteceu e o registro do que está por vir, o debate com a equipe sobre o cotidiano e a pesquisa para subsidiar o seu trabalho

Introdução: Eczemas são manifestações inflamatórias da pele. Na infância se destacam a dermatite atópica (DA) e a dermatite de contato (DC). Os testes de contato correspondem a um método auxiliar para diferenciar a dermatite de contato por irritante primário (DCIP) da dermatite de contato alérgica (DCA) e definir a etiologia da DCA. Nos pacientes com DA, têm a faculdade de também auxiliar na identificação de substâncias que possam estar contribuindo para a piora do quadro. Objetivos: verificar a frequência de testes de contato positivos em crianças com hipóteses diagnósticas de DC e de DA associada ou não à DC; obter os principais sensibilizantes nessa faixa etária e comparar os dados obtidos entre os grupos de pacientes com DC e DA. Métodos: Durante o período entre julho de 2007 e agosto de 2009, 62 crianças com idades entre 2 e 12 anos foram submetidas aos testes de contato com a bateria padrão e/ou bateria de cosméticos de testes de contato padronizadas pelo Grupo Brasileiro de Estudos em Dermatite de Contato. As leituras foram realizadas em 48 e 96 horas. Resultados: Entre os 62 pacientes submetidos aos testes de contato, 38 pacientes apresentaram pelo menos um teste de contato positivo e 24, todos negativos. Entre os 44 pacientes com hipótese diagnóstica inicial de DA, 19 tinham DA associada à DCA. Entre os 18 pacientes com hipótese diagnóstica inicial de DC, 12 apresentavam DCA. No total, foram encontrados 76 testes positivos, sendo 53 (70%) relevantes, e 23 (30%) não relevantes com a história clínica do paciente. Os pacientes com DA apresentaram mais testes positivos não relevantes do que os pacientes com hipótese diagnóstica apenas de DC, e essa diferença foi estatisticamente significativa.( 2 = 6,55 e p = 0,01 ). Considerando os testes relevantes com a história clínica, o sulfato de níquel foi o principal sensibilizante com 14 (22,6%) testes positivos, a neomicina foi o segundo sensibilizante mais comum com sete testes positivos (11,3%), e a terceira substância mais comum foi o cloreto de cobalto com quatro (6,4%) testes positivos. Testes não relevantes foram encontrados em 30% do total de substâncias com testes positivos. O timerosol foi positivo em 11 casos, porém em oito pacientes com DA não foram relevantes com a história clínica. Conclusões: Pacientes na faixa etária entre 2 e 12 anos com DA e DC apresentaram testes de contato positivos, e não houve diferenças quanto à frequência dos testes positivos entre esses dois grupos. Os principais sensibilizantes relevantes com a história clínica foram o sulfato de níquel, a neomicina e o cloreto de cobalto, o que está de acordo com vários estudos na literatura. Pacientes com DA apresentaram mais testes falso-positivos que os pacientes com DC, possivelmente por um defeito da barreira cutânea dos pacientes com DA, e maior exposição precoce aos medicamentos tópicos ou emolientes para o controle da DA. Teste de contato em crianças pode ser considerado importante ferramenta para auxiliar no diagnóstico dos eczemas, identificando o agente causador da DC ou de piora nos casos de DA, e deve ser levado em conta em todos esses pacientes / Eczema is a cutaneous inflammatory manifestation in some dermatosis. In children, we highlight atopic dermatitis (AD) and contact dermatitis (CD). Patch tests help to differentiate irritative contact dermatitis (ICD) from allergic contact dermatitis (ACD), and define the etiology of allergic contact dermatitis. In patients with AD, it may also help to identify substances that may contribute to the worsening of this dermatosis. Objectives: To determine the frequency of positive patch tests in children with diagnosis of CD and AD with or without CD; to detect the main sensitizers in this group and compare the results between the groups of patients with CD and AD. Methods: From July 2007 to August 2009, 62 children aged between 2 to 12 years old were patch tested with the Brazilian standard battery of patch tests and cosmetic series. The readings were taken at 48 and 96 hours. Results: Thirty-eight patients had at least one positive patch test reactions and 24, all negative. Among the 44 patients with initial diagnosis of AD, 19 were associated with ACD. Among the 18 patients with initial diagnosis of CD, 12 had ACD. In total, there were 76 positive tests, 53 (70%) relevant, and 23 (30%) not relevant to the patient\'s clinical history. Patients with AD showed more positive tests not relevant than patients with diagnosis of CD only, and this difference was statistically significant. (2 = 6.55 and p = 0.01). Considering the relevant tests, nickel sulphate was the main allergen with 14 (22.6%) positive tests, neomycin was the second with seven positive tests (11.3%), and the third substance was cobalt chloride with four (6.4%) positive tests. Tests not relevant were found in 30% of the total of the positive tests. Thimerosol was positive in 11 cases, but in eight patients with AD were not relevant to the clinical history. Conclusions Patients aged between 2 to 12 years old with AD and CD had positive tests, and there were no differences in the frequency of positive tests between these two groups. The main sensitizers, relevant to the clinical history were nickel sulfate, neomycin and cobalt chloride. This result is consistent with several studies in the literature. Patients with AD showed more false-positive tests than patients with CD, possibly due to a defective skin barrier of AD patients, and earlier exposure to topical emollients and treatments for the control of AD. Patch test in children can be considered an important tool for the diagnosis of eczema, identifying the causative agent of CD or worsening cases of AD, and should be performed in all these patients. The correct interpretation of the patch tests is essential to evaluate the association of ACD in patients with AD and to identify the causative agent of the ACD

En la presente investigación se buscó establecer una relación entre la regulación emocional y la expresividad emocional, así como realizar correlaciones y comparaciones entre las variables de estudio y demográficas. Para ello, se evaluaron a 163 docentes del género femenino, tanto profesoras como auxiliares, con una media de 33 años de edad, que ejercían en diez diferentes jardines de educación inicial privados de Lima. Se utilizó el Cuestionario de Autorregulación Emocional (ERQ-P), el cual mide dos estrategias, la reevaluación cognitiva y la supresión emocional. Además, se aplicó el Cuestionario de Expresividad de Berkeley (BEQ) para medir la expresividad emocional, que abarca la expresión de emociones positivas, negativas y la fuerza del impulso. Se comprobó que sí existe una relación significativa entre la reevaluación cognitiva y la expresividad positiva, demostrando así la hipótesis principal. Además, se encontró una correlación negativa entre dicha estrategia y la edad de los niños a cargo, así como también se hallaron diferencias significativas al realizar comparaciones entre la muestra, obteniendo que el grupo de las docentes que son madres, y las del cargo de profesoras, expresan más emociones positivas. Es de gran valor el rol de las docentes para el aprendizaje de la regulación y la expresión emocional en los niños, resultando necesario que las mismas logren regularse adecuadamente, ya que cumplen de modelos en dicho aprendizaje observacional. Finalmente, se señalan las limitaciones del estudio, como lo fue descartar la supresión por baja confiabilidad, y las implicancias prácticas en la labor y formación docente. / The present investigation intended to establish a relation between emotion regulation and emotional expressivity in private Pre-School teachers and helpers of Lima, as well as correlate and compare the study and demographic variables. Therefore, 163 female teachers and helpers from ten different Pre-Schools were measured, and the mean age was 33 years old. There are two main regulation strategies, cognitive reappraisal and emotional suppression. On the other hand, emotional expressivity covers positive expressivity, negative expressivity, and impulse strength. These variables were measured with the Emotion Regulation Questionnaire and the Berkeley Expressivity Questionnaire. Results showed that cognitive reappraisal correlated positively with positive expressivity, demonstrating the main hypothesis. Also, this strategy correlated negatively with children’s age, and as of the comparisons, there were significant differences between teachers and helpers, and between mothers and non-mothers, regarding positive expressivity. Since teachers and helpers play the valuable part of being models in children’s learning process of regulation skills, it is crucial they manage to regulate their own emotions adequately, given its impact on their socioemotional development. At last, limitations and future implications are mentioned, so as the removal of emotional suppression due to low reliability, and the practical implications of this study regards the work, training and education of teachers and helpers. / Tesis

Bakgrund: Studiens bakgrund ligger i det faktum att hållbar utveckling är en allt mer relevant fråga i dagens samhälle och detta syns både i läroplanen för förskolan (Skolverket, 2018) och i politiska beslut på såväl nationell som multinationell nivå. Detta i form av ökade medel till arbetet med hållbar utveckling i Sverige samt de globala målen som tagits fram av FN (Regeringskansliet, 2019; UNDP, 2017). Tidigare forskning visar att det finns en avsaknad av forskning baserad på barns perspektiv om ämnet hållbar utveckling (Davis, 2009). Vi valde därför att intressera oss för barns tankar om ämnet och deras delaktighet i det. Syfte: Syftet med studien är att belysa vilken förståelse barn uttrycker om ekologisk hållbar utveckling, mer specifikt avfallshantering, och deras upplevelse av hur delaktiga de är i arbetet. Metod: För att besvara våra forskningsfrågor valde vi att göra en kvalitativ studie med hjälp av barnintervjuer och observationer. Som komplement har vi även valt att utföra intervjuerna i form av en sorteringsaktivitet som inspirerats av Sofkova Hashemis (2013) metodförfarande vid namn tänka-högt observation. Sju intervjuer gjordes med sammanlagt trettio barn på tre olika förskolor. Intervjuerna varade ca 28–40 minuter och dokumenterades med ljudinspelningar och fältanteckningar. Slutligen analyserades den insamlade empirin utifrån begreppen aktörskap, delaktighet och inflytande samt analysverktyget SOLO Taxonomy (Biggs, u.å; Borg, 2017b). Resultat: Resultatet visar att barn har en grundläggande kännedom om avfallshantering i form av källsortering och återvinning. Det finns även en koppling mellan hur utvecklad kännedom barnen har och deras ålder eftersom det främst är äldre barn som utvecklar sina svar och resonemang bakom handlingar och tankar. Studien visar att barnen motiverar avfallshantering med argumentet att det är viktigt att visa omsorg om djur, dock gjordes ingen vidare koppling till miljön. Vidare uppkommer det att en majoritet av barnen inte verkar vara medvetna om arbetet som sker med hållbar utveckling på förskolorna. Sammanfattningsvis visar resultatet att barns uppfattning av deras delaktighet och inflytande på förskolan sträcker sig till den fria leken och när de frågar om lov från vuxna, i övriga sammanhang -även gällande avfallshantering- är det förskollärarna som bestämmer.

According to the Centers for Disease Control and Prevention, approximately 1 in 6 children are diagnosed with a developmental disability or with developmental delays, which are associated with impairments in physical, language, cognitive, and/or adaptive behaviors. To fill a gap in the literature, the adaptive profile of young children initially served as developmentally delayed (DD) were analyzed to explore adaptive differences between different ethnicities and placement settings of children at the time of the initial referral prior to DD assessment. Archival data included 333 preschool aged children. The independent variables of eligibility status (DD or not DD eligible), ethnicity (White, Black, or Hispanic), and placement setting prior to testing (home, daycare, or school) and the dependent variable of Adaptive Behavior Assessment Scale-II Parent/Primary Caregiver Form General Adaptive Composite (GAC) standard scores were used. Three 1-way ANOVAs indicated a significant difference between the 2 levels of eligibility status. There was no difference for the 3 levels of ethnicity. There was a significant difference in GAC scores between public school setting versus home setting but not between daycare setting versus public school and home settings. To effect positive social change, knowledge from this study highlights the need to increase professional and public awareness of early identification of DD children; the importance in mandating competent care by highly trained individuals; and the impact of educating parents, daycare professionals, educators, and other providers about the role of social learning on development and mastery of functional life skills for all young children.

<p>Sammanfattning</p><p>”Pedagogers arbete med flerspråkiga barn i förskolan utifrån ett språkstödjande perspektiv. En studie av pedagogiska situationer utifrån Vygotskijs teori.”</p><p>Denna undersökning vill belysa hur pedagoger i förskolan kan medverka till att ge flerspråkiga barn ett aktivt stöd i att utveckla såväl modersmål som svenska språket. Syfte med föreliggande studie är att utifrån Vygotskijs teori om språkutveckling och modern forskning om flerspråkighet, undersöka och beskriva i vilken utsträckning förskolepedagoger visar ett språkstödjande arbetssätt i olika situationer som kan tolkas som att de aktivt stödjer flerspråkiga barns utveckling av modersmål och svenska språket.</p><p>Ett delsyfte är att studera pedagogernas tankar om barns språkutveckling samt om förskolans samverkan med barnens familjer.</p><p>Teoretisk utgångspunkt har varit Lev Vygotskijs (1896 – 1934) sociokulturella teori. Den innebär att barnet utvecklas i en kulturell gemenskap där språket är en produkt och ett resultat av barnets samspel med sin omgivning.</p><p>Metoder som valts för den empiriska undersökningen är videofilmning av olika pedagogiska situationer: dels av planerade aktiviteter med pedagog och barngrupp, dels av måltidssituationer med pedagog och barngrupp. Dessutom har intervjuer av pedagoger använts.</p><p>Undersökningen genomfördes på sex olika förskolor i tre olika förorter till Stockholm. I fyra av förskolorna var de flerspråkiga barnen i majoritet, på två av förskolorna utgjorde de flerspråkiga barnen en minoritet. Sex pedagoger och sextien barn har deltagit i studien.</p><p>Resultaten visade att pedagogernas språkstödjande insatser var av skiftande kvaliteter relaterat till presenterade teorier och forskning om vad som är viktiga faktorer för att stimulera barns språkutveckling. Graden av kunskap och medvetenhet om språkutvecklande faktorer varierade hos pedagogerna. Det motsvarades av graden av språkstödjande arbetssätt som synliggjordes i de observerade situationerna.</p><p>Det ger en implikation om att kompetensutveckling av pedagoger skulle bidra till att fler barn i förskolan får en större möjlighet till aktivt stöd i sin språkutveckling.</p>

<p>I have made a research about two different methods for introducing small children to Nursery School/Kindergarten. I choose to do this as I have found very little about this in the literature we have studied during my education to become a pre-school teacher.</p><p>This period in the life of very small children and their parents is a big change in their daily life. The more traditional way to start pre-school is to do it very gradually during two weeks, the two-week method. This means that the parents visit the pre-school together with their child for a very short time, about one hour the first day. After one week they leave their child with the staff for about an hour and at the end of that week they try to leave it full time (6-8 hours). Today there is a new model to do this introduction to pre-school. In this model the parent spend three whole days, the 3-days method, at the pre-school together with their child. This is a very big change in routines for all parties involved.  I have made my research by interviewing 6 pre-school teachers in Södertälje and one from another municipality. I have also distributed an inquest to 40 parents whose children have recently begun attending pre-school.</p><p>Four of the teachers work with the new model and three with the traditional model. In my research I have stated the following questions:</p><ul><li>How affects parents and children regarding factors as feelings and security?</li><li>Which are the benefits and the disadvantages with the two models?</li><li>Which are the benefits and disadvantages as the staff experiences the different models?</li><li>Did the parents now anything about the different models offered?</li></ul><p>All previous research in this area agrees on the fact that a positive contact between teachers and parents are very essential. Small children relay on their parents and if the parent is comfortable and safe with the pre-school the child will be too.</p><p>The Swedish curriculum Lpfö98 states that every pre-school is obliged to take in consideration the needs and the level of development for each child. Every pre-school has to learn to understand every new child and create a positive relation with it.</p><p>All my interviews with the teachers made it clear that they all emphasized the aspect of security for the children. They all also try to create good relations with the parents. Some teachers and schools do it by meetings before the child start pre-school and others during the first days at the school.    </p><p>Another positive affect the three days teachers brought up was the fact that the children during the three days got to know all the teachers at the school. The teachers working with the two week model stretched the fact that good relations between parents in their group are something that everybody benefits from.</p><p>My inquest to parents gave me only 15 answers which mean it is hard to draw any conclusions from it. From both groups I got benefits and disadvantages regarding the different models. Most of the parents were aware of which model their pre-school offered before they started. The majority of parents in booths groups are satisfied with the model used at their pre-school.</p>

<p>My intention with this paper was to investigate how the teachers in pre-school thinks about the physical environment in pre-school. Both the significance for the pedagogical activity and the children’s involvement in the design. I have done five interviews with pre-school teachers. The result shows that the pre-school teachers consider that the size of the premises and the availability to the material is important factors for children’s development and learning. The pre-school teachers consider that the children should have access to both large and small rooms and that the group of children is adjusted after the size of the premises. The material should also be available for the children so that they don’t have to ask the pre-school teachers for help to access. The teachers in my examination consider that you shall see to the children’s group when to do changes in the environment. They talk about children’s needs and interested as important factors. To really their needs and interests the teachers has chosen to observe the children.</p>