Magistro darbe pateikiamos lietuvių ir užsienio autorių pedagoginėje ir psichologinėje literatūroje analizuojamos ikimokyklinių institucijų pedagogų bendravimo problemos ugdant pozityvius vaikų tarpusavio santykius.Vaikų tarpusavio santykiai analizuojami priklausomai nuo pedagogų profesionalumo, žinių, pedagoginės patirties, teigiamo grupės mikroklimato kūrimo, bendravimo su vaikų šeimomis ryšio. Taip pat atsižvelgiama į auklėtojų asmenines savybes , analizuojama vaikų ir pedagogų tarpusavio bendravimo ir bendradarbiavimo svarba vaiko savivertei, socialinių įgūdžių formavimui. Nustatant vaikų tarpusavio santykius grupėse buvo atliktas sociometrinis tyrimas, pusiau struktūruoto interviu metodu apklausti 5-7 metų amžiaus darželį lankantys vaikai, vaikų darželio pedagogai ir ikimokyklinės įstaigos vadovas. Tyrime taip pat dalyvavo 62 tėvai, kurių vaikai tuo metu lankė vaikų darželį, jiems buvo pateikta anketa, kurią sudarė 17 klausimų (6 atviri klausimai ir 11 uždarų klausimų). • Tyrimo rezultatai atskleidė, kad vaikai suvokia bendravimo svarbą, nori turėti draugų, žino gero elgesio taisykles ir normas, tačiau jų santykiuose pastebima ydingo elgesio apraiškų, į kurias atkreipia dėmesį jų tėvai, jas įvardina ir vaikus ugdantys pedagogai bei ikimokyklinės įstaigos vadovas. • Tyrimas parodė, kad pedagogų bendravimo sėkmė, formuojant pozityvius vaikų tarpusavio santykius grupėje, priklauso nuo auklėtojų profesionalumo, žinių, pedagoginės patirties, vaiko raidos pažinimo. Labai... [toliau žr. visą tekstą] / The master‘s work presents the intercourse problems between the pre-school children and the pre-school teachers which are developing positive intercommunication between children. These problems are analysed by the Lithuanian authors and authors of foreign countries in the pedagogical and psychological literature. The intercommunication relations between children are analysed depending on pedagogical professional skills, knowledges, pedagogical experience, the creation of the positive microclimate in the group, the intercourse between the children families and the pre-school teachers. Considering own characteristics of educators, we do the analysis of cooperation and the intercourse of children and teachers to child's self-worth and for formation of social skills, too. The sociometric research was done identifying children interrelations in the group. We used semi-structural interview to interrogate 5-7 year old children who attend the kindergarten, the kindergarten’s teachers, and the head of the pre-school institution. Sixty-two parents, whose children attended the kindergarten on this time, also, participated in this research. There was the questionnaire in which were 17 questions (there were 6 free-spoken questions and 11 closed questions in the questionnaire). • The results of the research are showing, that children grasp the importance of the communication. They want to have friends, know rules and standards of well-behaviour, but we can catch the manifestation of the... [to full text]

Examensarbetet handlar om på vilka sätt sju förskollärare dokumenterar barns lärprocesser i den dagliga verksamheten, för att främja en fortsatt verksamhetsutveckling. Kvalitativa intervjuer har använts som metod för att undersöka på vilka sätt förskollärare säger att de dokumenterar i den dagliga verksamheten samt på vilka vis de anser att dokumentationsarbetet påverkar utvecklingen av verksamheten. Sedan 1930-talet har det i förskolan funnits ett starkt intresse att observera och dokumentera barns utveckling och lärande. Denna typ av dokumentation har sin grund i utvecklingspsykologin. Detta har medfört att förskollärare utifrån färdiga mallar främst observerat och dokumenterat för att undersöka och bedöma barns utveckling, i förhållande till vad som ses normalt för deras ålder. Dokumentationsformen skiljer sig från pedagogisk dokumentation som härstammar från en stad i norra Italien som heter Reggio Emilia. Inom Reggio Emilia betonas ett socialkonstruktionistiskt synsätt på kunskap och lärande. Det innebär att kunskap ses som föränderligt och att den föds ur samspel, via kommunikation mellan människor och mellan människor och den omgivande miljön. Förskollärare ska med olika resurser observera och dokumentera hur barns pågående lärprocesser fungerar, utan förutbestämda mallar och metoder. Vårt resultat visar att samtliga förskollärare arbetar med pedagogisk dokumentation och är överens om att den synliggör barns utveckling och lärande. Det finns en samstämmighet om att arbetet ska utgå från barns intresse och att förskollärares roll handlar om att utmana barnen i deras lärprocesser. Det dominerande tillvägagångssättet är att dokumentera med kamera och därefter reflektera kring det insamlade materialet tillsammans barn och andra förskollärare. Det finns en påfallande enighet om att pedagogisk dokumentation skapar en förändrad barnsyn. Informanterna uttrycker att de utvecklat sin lyhördhet inför barns frågor, funderingar och intressen. De får syn på det enskilda barnet och dess samspel tydligare, samt att de får redskap att lyfta fram barns styrkor. Framträdande i resultatet är att förskollärarna anser att den pedagogiska dokumentationen främjar utvecklingen av verksamheten, genom att de lär sig nya saker om barnen, sig själva och verksamheten. Andra argument som kommer fram är att den synliggör vilka brister som finns i förskolan, samt påvisar hur förskollärare kan gå vidare i arbetet. Läroplanen ses som en central utgångspunkt. En intressant aspekt som kommer fram i vårt resultat är att barns intresse och läroplanen lyfts fram som lika viktiga utgångslägen i dokumentationsarbetet. Det förefaller att det finns en tendens att barns intresse och utforskade får stå tillbaka för att läroplanens mål ska förverkligas i förskolan.

This is a case study conducted in a preschool organization in Sweden. The study is based on the problem of how the organization of collegial development work in preschool can be improved and developed so that it leads to a real and lasting change in pedagogical practise The purpose of the study is to identify success factors in the organization of collegial development work at the preschool. It’s done with the help of the research questions "How has the preschool organization in a municipality chosen to organize an initiative of collegial development work?". and "What factors for successful and sustainable development work can be identified within the organization?".   Several levels in the organization were studied. The study was conducted through qualitative interviews with nine informants: the head of department, two principals and three employees. In addition to the interviews, documents produced by the principals and supervisors which are linked to the collegial development initiative were collected. The interviews and documents were analyzed through thematic analysis and coding. The results of the study show how the organization organized a development work and what success factors were identified through the development effort. Several success factors were identified, such as leadership, mapping to identify the need for the development effort, a culture and group dynamics that support change and development, that there is a local connection so that employees understand and are motivated to drive change, and that there is space and time for a collegial development effort. The conclusion is that there is no given and simple way to organize a collegial development work, there are several different parameters that come into play, although the study finds some common success factors that are highlighted as important for the work to be successful.

Play with toy car from activity psychology approach This master thesis is aimed at play of preschool children with toy cars. A theoretical base for my research is the activity psychology perspective, which states that play is the leading activity of development in a preschool period. Following this thought, in my thesis I tried to find out, how can the preschool development be leaded by play with toy cars. My thesis contains theoretical and empirical part. In theoretical part I focus on a preschool period and the role of play in it. In this part I also distinguished the activity psychology approach and its concept of play. In empirical part I introduce my own qualitative research aimed at analysis of car toys observed in preschool facility. Based on analysis of play activities to partial units I discovered that toy car play provided motoric, cognitive and social development. What seemed to be important in all three areas was that children purposely complicated their games, which created higher demands for their skills and abilities. Children in their games impersonated various social roles, which included the whole system of activities and relations to other social roles. The rules of their games were mostly implicit and were connected to activity or role which a child impersonated.

This explorative case study was undertaken to uncover how transformative self-discoveries were facilitated through Gestalt playtherapy, enabling agency of a single pre-school participant. Data were captured around the participant's baseline agentic status; emerging agency, facilitated trough the intervention and post-intervention agentic status. A content analysis aided thematic coding. Theme 1 identified inherent agency trends and the agency blocks "what is that". Theme 2 dealt with patterns of active resistance "I don't want to feel / I don't want to know". Theme 3 captured enhanced agentic behaviour "I can and I understand". Through the intervention the participant's entrapped agency was unleashed, leading to an awareness of her `being', enabling her `doing' and thereby allowing her to `become'. Enabled agency increased the participant's active involvement in her life and her engagement in developmental tasks was increased. Implications of the findings support further investigation and application of this intervention. / Educational Studies / M. Diac (Play Therapy)

This explorative case study was undertaken to uncover how transformative self-discoveries were facilitated through Gestalt playtherapy, enabling agency of a single pre-school participant. Data were captured around the participant's baseline agentic status; emerging agency, facilitated trough the intervention and post-intervention agentic status. A content analysis aided thematic coding. Theme 1 identified inherent agency trends and the agency blocks "what is that". Theme 2 dealt with patterns of active resistance "I don't want to feel / I don't want to know". Theme 3 captured enhanced agentic behaviour "I can and I understand". Through the intervention the participant's entrapped agency was unleashed, leading to an awareness of her `being', enabling her `doing' and thereby allowing her to `become'. Enabled agency increased the participant's active involvement in her life and her engagement in developmental tasks was increased. Implications of the findings support further investigation and application of this intervention. / Educational Studies / M. Diac (Play Therapy)