Η συζήτηση για το μουσείο ως εργαλείο εκπαίδευσης στην εικαστική διεργασία εγγράφεται τόσο στο πεδίο της Τέχνης όσο και της Μουσειακής Εκπαίδευσης. Τα ερωτήματα που τίθονται είναι: κατά πόσο μπορεί το μουσείο να αποτελέσει ένα αποτελεσματικό εργαλείο εικαστικής αγωγής υπερβαίνοντας ή επαναπροσδιορίζοντας τον ρόλο του στο πλαίσιο της αισθητικής αγωγής, στον σχολικό χώρο; Κατά πόσο είναι έτοιμοι ή διατεθειμένοι οι εκπαιδευτικοί προσχολικής αγωγής να υιοθετήσουν μια τέτοια πρακτική; Μπορούν οι καινοτόμες μουσειακές δράσεις να βρουν ευρύτερη εφαρμογή στη διδασκαλίας της εικαστικής αγωγής; Μπορεί η λαϊκή μορφή τέχνης του Θεάτρου Σκιών να αποτελέσει γέφυρα σύνδεσης του παρελθόντος με το παρόν, της παραδοσιακής με τη σύγχρονη εκπαίδευση, της μουσειακής αγωγής με την εικαστική εκπαίδευση; Υπό το πρίσμα αυτό θα εστιαστούμε στην εικαστική αγωγή, ως σχολικό μάθημα και στις εκπαιδευτικές δραστηριότητες που αναπτύσσουν τα μουσεία στα πλαίσια διαμόρφωσης της καλλιτεχνικής παιδείας, σε μαθητές προσχολικής αγωγής και πως αυτές οι πρακτικές συμβάλλουν στην καλλιέργεια της προσωπικής έκφρασης και ευαισθησίας των παιδιών. / Η ΒKΠ διαθέτει αντίτυπο της διατριβής σε έντυπη μορφή στο βιβλιοστάσιο διδακτορικών διατριβών που βρίσκεται στο ισόγειο του κτιρίου. / The discussion concerning the museum as an educational material in the pictorial process is stated in the field of Arts as well as the Museum Education. The questions posed are the following: to what extend can the museum constitute an effective means of art education outrunning or reassigning its role in the framework of Aesthetic Education(Arts) in the school environment? To what extend are the Pre-school Education Teachers willing to adopt such a technique? Can the innovative museum actions find a broader application on the teaching of pictorial education? Can the folk type of art of the Theatre of Shadows bridge the gap between the past and the present, the traditional and modern education, the museum and the pictorial education? Bearing the above into consideration, we will focus on the pictorial education as a school subject and the teaching activities applied by museums in order to form artistic education to pre-school learners and on how these techniques contribute to the development of children’s personal expression and sensitivity.

Abstract The Master thesis "Developement of work on structure in kindergarten" aims to find out which structures are percieved well by the Czech child of the last year of pre-school and in which types of percieved structures there are difficulties and to characterize these difficulties. Qualitative research was used to achieve the goal. The thesis deals with two types of structures, one direction or simultaneusly two directions structure. The partial aim is to describe (on the basis of acquired data and experience) recommendations and offer in practice proven appropriate activities that would precede the activities in last year of pre- school eductaion. A series of tasks has been created to test how the child works with a regular rhythm structure in one and two directions. At the same time, I watched if it is easier for the child to fill in these worksheets or work with small 3D material in given directions. In addition to the observation method, interviews with children were conducted and data recordings were added to the analysis. The evidence obtained showed that the preschool children in the last year of the kindergarten understands the structure more easily in one direction and is better oriented in the horizontal position than in the vertical or both directions simultaneously. This may be due...

I den här texten beskriver jag min studie om hur fyra olika Grade R-pedagoger i Sydafrika arbetar med barns språkutveckling, vilka metoder och artefakter de använder samt varför. Under utbildningen till förskollärare har vi fått lära oss vikten av den pedagogiska verksamhetens miljö, den ska bland annat vara stimulerande och inspirera barn till att utforska och lära (Skolverket, 2016). Detta arbete belyser miljöns vikt och användning ur ett lärarperspektiv eftersom det är deras erfarenheter och arbetssätt jag vill ta reda på. Barns språkutveckling är viktig för deras lärande och nu för tiden blir verksamheten alltmer flerspråkig vilket ger oss pedagoger ett visst ansvar att se till att varje individ utvecklas både inom svenskan och sitt modersmål. Till insamlingen av det empiriska materialet valde jag att använda mig av både semistrukturerade intervjuer och observationer som metod. Min studie analyseras och beskrivs sedan ur ett sociokulturellt perspektiv på lärande där användning av miljö och artefakter är en viktig del i lärandet. I resultatet beskrivs att pedagogerna anser miljön väldigt betydelsefull eftersom det underlättar det språkliga lärandet både i planerade aktiviteter och i leken, men att man som pedagog inte bara ska förlita sig på en välplanerad lärandemiljö. / In this text I’m describing my study on how four different Grade R preschool educators in South Africa work with the children’s language development. What methods and artifacts they use, and why. During our education to become preschool teachers we have learned the importance of the educational environment, which should stimulate the children to explore and learn (Skolverket, 2016). This text will highlight the importance of using the environment from a teacher perspective, as it is their experiences and methods I want to find out. The language development of children is important for further education and nowadays the preschools are becoming more multilingual, giving us educators a certain responsibility to ensure that each individual evolve in both their mother tongue and the second language. I chose to use both semi structured interviews and observations as my method of collecting data. My study is both analyzed and presented from a sociocultural perspective on learning, where using the environment and artifacts is an important part. The result will show that the preschool educators consider the environment very important, because it facilitates linguistic learning both in planned activities and in free play, but also to not only rely on a well-planned learning environment alone.

The purpose of the study was to research what kind of physical activities takes place in pre-school, and teachers views and thoughts of physical activity in combination with aestethic learningprocesses. The study endeavors to show how aesthetic learning processes can be combined with physical activity and be used as a tool to teach other subjects, such as, math, science and aesthetic subjects. I specifically investigate how you can combine a physical activity with a creative process and play to make the learning process fun and developing for the children. The study was made with qualitative interviews with six pre-school teachers from three different communal pre-schools in Karlstad, Sweden. My result shows that the teachers think that physical activity is very important for the children and their health and also their motor and coordination, but that they rarely plan or in some cases never plan a physical activity because their opinion is that the physical activity takes place in the children’s spontaneous play. The result of my study also shows that teachers that have a personal interest in physical activity had more planned physical activities than the teachers that had a little or no personal interest in physical activity. / Jag kommer i min studie undersöka vilka tankar pedagogerna har om fysisk aktivitet i förskolan samt hur pedagogerna resonerar kring fysisk aktivitet i relation till estetiska lärprocesser. Jag undersöker särskilt hur fysisk aktivitet kan vara kopplat till kreativitet och lek, vilken betydelse pedagogernas roll får för att stimulera barnens sinnliga förmågor och hur det på ett kreativt sätt kan ske ett utvecklande och lustfyllt lärande. Anledningen till att jag valt att studera fysisk aktivitet i relation till estetiska lärprocesser är för att jag tror att vi med stor fördel kan använda oss av estetiska lärprocesser som ett verktyg för att lära ut ämnen som vi inte ser som klassiska, estetiska ämnen, till exempel matematik och naturvetenskapliga ämnen, barnen behöver då ledas pedagogiskt. Studien bygger på kvalitativa semistrukturerade intervjuer med sex förskollärare på tre förskolor i Karlstad kommun. I resultatet framkom att pedagogerna anser att fysisk aktivitet är viktigt för att främja hälsan och barnens grovmotorik och koordination, men att det sällan sker planerade och ledda fysiska aktiviteter, den fysiska aktiviteten sker istället i barnens spontana och fria lek.

The dissertation explored didactical situations, in which mathematical concepts in nursery schools are created and specified. It discusses the link between two issues related to institutional pre-school mathematics education. These are: Do children in nursery schools have opportunity to discover mathematical concepts? What is characteristic for didactical situations, in which it happens? Dissertation is organised according to a scheme "theory-methodology-empirical findings". Presented research is realized as qualitative, data material is formed by written narratives, chosen analytical procedures belong to the framework grounded theory method. In the main research I managed not only to compare individual narrations of teachers from nursery schools and identify various teachers´ actions, practises and types of didactical situations, but also to find the form of the mathematical didactical situation in the environment of nursery schools.

Questa tesi ha investigato com‟è avvenuta la partecipazione dei bambini a scuola, quali i segni che hanno registrato e prodotto nel curriculum. Il concetto d‟infanzia come un altro proposto da Larrosa (2010) ha costituito il modo di guardare i bambini nella loro alterità. Nel proporre l'infanzia come alterità è stato necessario ascoltare i bambini, senza cercare di dominarli o di sottometterli, ma essendo attenta ai discorsi, ai silenzi, ai modi di essere e di rimanere a scuola, le maniere in cui stabilivano i rapporti tra di loro, con gli adulti e con gli oggetti. L‟osservazione partecipante è stato l‟atteggiamento investigativo in questa tesi. Queste osservazioni sono state fatte, soprattutto in spazi aperti e collettivi di una scuola della comune di Porto Alegre. L'uso della fotografia come strumento di ricerca ha occupato un posto di centralità diventando un modo per visualizzare, registrare e pensare le infanzie. Sulla base dei concetti proposti dalla photoethnographic Achutti (2004) ho stabilito i punti di ancoraggio di osservazione che utilizzano la fotografia come narrazione. Le foto presentate in questa tesi hanno costituito una narrativa che ha dato densità alla visibilità delle infanzie, e con questo ha permesso la formulazione del concetto di Curriculum delle Infanzie. Il curriculum è stato compreso dalle intenzioni evidenziate nelle azioni e nelle interazioni stabilite presso la routine scolastica.Il curriculum delle infanzie come intenso dialogo tra adulti, bambini, oggetti e il mondo segnato da esperienze in cui il tempo non controlla l'essere umano, e il silenzio non tace i soggetti. / Esta tese investigou sobre como aconteceu a participação das crianças na escola, quais as marcas que registraram e produziram no currículo. O conceito de Infância como outro proposto por Larrosa (2010) constituiu o modo de olhar as crianças em sua alteridade. Ao propor a infância como alteridade foi preciso escutar as crianças, sem buscar dominá-las ou submetê-las, mas estando atenta as falas, aos silêncios, as formas de ser e estar na escola, os modos como estabeleciam as relações entre elas, com os adultos e com os objetos. A observação participante foi a atitude investigativa nessa tese. As observações foram feitas, em sua maioria nos espaços abertos e coletivos, de uma escola infantil da rede municipal de Porto Alegre. O uso da fotografia como instrumento de pesquisa foi ocupando um lugar de centralidade tornando-se um modo de visibilizar, registrar e pensar as infâncias. Partindo dos conceitos da Fotoetnografia proposta por Achutti (2004) estabeleci os pontos-âncora de observação utilizando a fotografia como narração. As fotos apresentadas nessa tese constituíram uma narrativa que conferiu densidade a visibilidade das infâncias, e com isso permitiu a formulação do conceito de Currículo das Infâncias. O currículo foi compreendido a partir das intenções evidenciadas nas ações e nas interações constituídas no cotidiano escolar. O currículo das infâncias como diálogo intenso entre adultos, crianças, objetos e o mundo balizado por experiências em que o tempo não controla o humano, e o silêncio não cala os sujeitos. / This thesis investigated about how the involvement of children at school occurred and their results in their curriculum. The concept of childhood proposed by Larrosa (2010) consisted in the way to look at children in their otherness. Proposing childhood as otherness it was needed to listen to the children not trying to dominate or submit them but to be mindful to their talks, silence, behavior at school, and to the ways they established relationships among them, with adults and objects. Participant observation was the investigate attitude in this thesis. The observations took place mostly in open and public spaces of a municipal pre-school from the city of Porto Alegre. The use of photography as a research tool has become the major way to visualize, to record and to think the childhoods. Based on the concepts of photoethnography by Achutti (2004) it was established the anchor points of observation using photography as narration. The presented pictures in this thesis were a narration which has given density and visibility to the childhoods thus allowed the formulation of Curriculum of Childhood concept. The curriculum was based on the intentions evidenced in the actions and interactions included in the school routine. The curriculum of childhoods as an intense dialog among adults, children, objects, and the world landmarked by experiences in which time do not control the human and the silence do not silence the subjects.

This work was based on a study of the epidemiological anemia and its importance as a public health problem in Brazil, particularly in Alagoas and it was inspired and drafted from the submission of two articles. The first, for review, aimed to systematize the results of studies published in Brazilian children in the last 10 years in order to provide estimates of prevalence at the different scenarios where they were made: nursery schools (ESC), health services (SAU), stocks inequities (INI) and population-based studies (POP). The results of the 35 selected articles are presented like: prevalence weighted average (range); ratio of chances, and POPs data as reference (at a confidence interval of 95%) were ESC: 52.0% (35.0 to 68.8%), 1.21 (1.11 - 1.33), SAU: 64.5% (55.1 to 89.1%), 2.19 (1.90-2.53), INI: 66.2% (47.5 to 96.4%), 2.03 (1.87-2.21) and POP: 47.2% (22.2 to 55.6%), P <0.0001 for all comparisons (&#967;2). Attention was called to the fact that the prevalence observed among INI was that found at SAU, both significantly higher than observed in the POP studies, lower medium prevalence, (p <0.05). The medium prevalence measured in the context of ESC, although small than the SAU, was significantly above in relation to those verified in the studies of a wider population (p <0.05), suggesting that the professionals of such areas need to implement strategies to reduce the problem. From these data, it was concluded that anemia continues to represent a serious public health problem in this country. The second article was based on the results of a research conducted in the state of Alagoas, named Prevalence and factors associated with anemia in children of the state of Alagoas, Brazil, which was compiled from data obtained in the context of a project entitled "Diagnosis of the mother and children health in the state of Alagoas." It tried to find out the prevalence and risk factors relating to anemia in the children of Alagoas. It consisted of a transversal study with probabilistic sample of children from 6 to 60 months years old of the state. Through household survey, demographic, socioeconomic, anthropometric and morbidity information was colleted. The prevalence of anemia was 45.0%. The level of Hb was correlated with age (r = 0.44, P <0.01). The prevalence was higher in the group of 6 to 12 months (75.2%, OR = 13.9, 95% CI = 6.5-27.9). Multivariate analysis identified the following variables associated to anemia: children's age &#8804; 36 months (P = 0.012), diarrhoea in the last 15 days (P = 0.011), no supplementation of retinol (P = 0.027), residences with five or more people (P = 0.032) and lower maternal height (P = 0.044). The prevalence of anemia showed that its magnitude characterizes an important public health problem. Not only the poor socioeconomic conditions explain these results, but also the deficiency in health care, characteristics that should guide public policies for the prevention and control. / Fundação de Amparo a Pesquisa do Estado de Alagoas / Considerando a importância epidemiológica da anemia como problema de saúde pública no Brasil e, em especial em Alagoas, elaborou-se a presente Dissertação, na qual o tema é abordado a partir da apresentação de dois artigos. O primeiro, de revisão, teve por objetivo sistematizar os resultados de estudos em crianças brasileiras publicados nos últimos 10 anos, de modo a propiciar estimativas de prevalência conforme os diferentes cenários onde foram realizados: creches/escolas (ESC), serviços de saúde (SAU), populações em iniqüidades (INI) e estudos de base populacional (POP). Os resultados dos 35 artigos selecionados estão assim apresentados: prevalência média ponderada (amplitude); razão de chances, tendo os dados de POP como referência (intervalo de confiança a 95%), foram ESC: 52,0% (35,0 a 68,8%); 1,21 (1,11-1,33), SAU: 64,5% (55,1 a 89,1%); 2,19 (1,90-2,53), INI: 66,2% (47,5 a 96,4%); 2,03 (1,87-2,21) e POP: 47,2% (22,2 a 55,6%) com P < 0,0001 para todas as comparações (&#967;2). Chamou a atenção o fato da prevalência observada entre INI ter sido semelhante à encontrada em SAU, ambas significativamente superiores à observada nos estudos de POP, menor prevalência média, (p<0,05). A prevalência média aferida no contexto de ESC, embora inferior a dos SAU, situou-se significativamente acima da verificada nos estudos de maior abrangência populacional (p<0,05), sugerindo que os profissionais desses espaços precisam implementar estratégias de atenção ao problema. A partir desses dados, concluiu-se que a anemia continua a representar um grave problema de saúde pública neste País. O segundo baseado em resultados de investigação conduzida no estado de Alagoas, denominado Prevalência e fatores associados à anemia em crianças do estado de Alagoas, Brasil, foi elaborado a partir de dados obtidos no contexto de um projeto intitulado Diagnóstico de saúde da população materno-infantil do estado de Alagoas . Teve por objetivo conhecer a prevalência e os fatores de risco associados à anemia em crianças do estado de Alagoas. Consistiu em estudo transversal com amostra probabilística das crianças de 6 a 60 meses do Estado. Por meio de inquérito domiciliar, coletaram-se informações demográficas, socioeconômicas, antropométricas e de morbidade. A prevalência de anemia foi de 45,0%. O nível de Hb se correlacionou à idade (r=0,44; P<0,01). A prevalência máxima ocorreu na faixa etária de 6 a 12 meses (75,2%; RC=13,9; IC95%=6,5-27,9). A análise multivariada identificou as seguintes variáveis associadas à anemia: idade da criança &#8804; 36 meses (P=0,012), diarréia nos últimos 15 dias (P=0,011), não suplementação com retinol (P=0,027), domicílio com cinco ou mais pessoas (P=0,032) e menor estatura materna (P=0,044). A prevalência de anemia apresentou magnitude que a caracteriza como importante problema de saúde pública. Não somente as precárias condições socioeconômicas explicam esses resultados, mas também a deficiência na assistência à saúde, características que devem nortear as políticas públicas de prevenção e controle.

The critical role of children’s play in the development of peer relationships, social and communicative skills is reviewed and discussed. The difficulties experienced by a pre-school learner in engaging in peer relationships, communicating successfully in a classroom situation and constructively using play materials was explained. This was done through the use of anecdotal records, checklists, questionnaires, photographic evidence and a semi-structured interview with the learner’s parent. A pre-school play programme, using blocks, dough and puppets (BDP Programme) was devised and used to assess its influence on the acquisition of social and communicative skills by a non-social and non-communicative learner. The study found the BDP Programme to be very successful in assisting this learner to develop peer relationships and communicative skills in the peer group and thus played a critical role in the social development of this learner. / Psychology of Education / M. Ed. (Psychology of Education)

Text in Afrikaans / In hierdie studie word die effek van ouerlike begunstiging op die leefwereld van die adolessent aangespreek. Uit die literatuurstudie blyk dit dat die kwaliteit van die ouerkindverhouding, asook die verskil in 'n ouer se houding teenoor en behandeling van sy kinders daartoe bydra dat 'n kind begunstiging in die gesin beleef. Oorsake van ouerlike begunstiging setel in projektiewe identifikasie deur die ouer(s), persoonlike behoeftes en verwagtinge van die ouer(s), geboorte-orde, en die grootte en sarnestelling van die gesin. In die empiriese ondersoek is die leefwereld van adolessente wat ouerlike begunstiging beleef, verken. Volgens die resultate blyk dit dat van hierdie adolessente angs en minderwaardigheid beleef, 'n lae selfbeeld het en dat hul relasies problernaties is. / This study addresses the effect of parental favoritism on the life world of the adolescent. From the literature study it is evident that the quality of the parent-child relationship as well as. the difference in the parent's attitude and treatment of his children contributes to the fact that a child experiences favoritism in the family. Causes of parental favoritism reside in projective identification by the parent ( s) , parental needs and expectations, the birth order, and size and set up of the family. The empirical study investigates the life world of adolescents who experience parental favoritism. According to the results it seems that some of these adolescents experience anxiety and a sense of inferiority, have a low self-image and experience problematic relationships. / Psychology of Education / M.Ed. (Sielkundige Opvoedkunde)

The study focussed on determining whether there were any distinguishing characteristics that comprised the background of the gifted Indian pre-school child. The paucity of literature on the Indian pre-school child forced the researcher to rely on international studies. The theoretical composition of the study reviewed personality and normative development, as well as cognitive development of the gifted pre-school child. Family background and stimulatory activities that parents engaged children in, were also explored. The empirical investigation combined the use of quantitative and qualitative techniques. Initially, parents, teachers and peers were responsible for selecting the research sample. The sample of eighty-three children was subjected to the administration of the JSAIS. Of this twentyfive were selected in order for the questionnaire to be administered to their parents. Results of the questionnaire indicated that parents undertook to stimulate their children by engaging them in activities that they were of the opinion would promote their intellectual development. The results of the questionnaire were corroborated by interviews that were conducted with six of the parents. Relevant excerpts from five of the interviews are presented as well as a full interview with one of the parents. The results reveal that parents continuously strive to stimulate their children so that they can ensure that the potential that they believe their children possess can be actualised. / Psychology of Education / M. Ed. (Guidance and Counselling)