Šiame darbe tiriama pasaulinė ugdymosi natūralioje aplinkoje sistema, bei pristatoma jos praktinė patirtis, taip pat atlikus tyrimą atskleidžiamas šios sistemos poreikis tarp ikimokyklinio ugdymo pedagogų ir vaikų tėvų. / This master thesis is investigating the system of environmental education and its practice. The second part describes a research of the need for such a system among preschool educators and childrens parents.

Darbo tikslas – įvertinti kineziterapeuto paslaugų poreikį Kauno miesto ikimokyklinio ugdymo įstaigose. Tyrimo metodika. Siekiant įvertinti kineziterapeuto paslaugų poreikį Kauno miesto ikimokyklinio ugdymo įstaigose buvo atlikta 565 kasmetinės profilaktinės ikimokyklinukų sveikatos patikros pažymų analizė, 321 ikimokyklinuko tėvo bei 16 Kauno miesto ikimokyklinio ugdymo įstaigų vadovų anoniminė anketinė apklausa bei dviejų kūno kultūros pedagogų, dviejų masažuotojų ir kineziterapeuto, dirbančio ikimokyklinio ugdymo įstaigoje, darbo stebėsena. Statistinei duomenų analizei naudota SPSS programa. Proporcijų lyginimui taikytas Chi kvadrato (χ2) kriterijus, ryšys tarp požymių laikytas statistiškai reikšmingu, kai p<0,05. Skirtumo tarp atvejų dažnio dviejose tiriamųjų grupėse reikšmingumas vertintas taikant dvipusį z kriterijų. Rezultatai. Kaulų – raumenų sistemos sutrikimai – tai dažniausia ikimokyklinukų sveikatos problema. Kas šeštam vaikui nustatytos kojų deformacijos, kas devintam – plokščiapėdystė, dar kas devintam – šleivapėdystė, kas tryliktam ikimokyklinukui – netaisyklinga laikysena. Visos apklaustos ikimokyklinio ugdymo įstaigų vadovės ir dauguma tėvų (92 proc.) pageidautų, kad būtų teikiamos kineziterapeuto paslaugos ikimokyklinio ugdymo įstaigose. Visų vadovių ir 86,6 proc. tėvų nuomone, tai padėtų laiku nustatyti ir koreguoti kaulų – raumenų sistemos sutrikimus bei daugumos (atitinkamai, 81,3 proc. ir 84,1 proc.) nuomone sumažintų šių sutrikimų pasireiškimo dažnį... [toliau žr. visą tekstą] / Aim of the study – to evaluate the demand for physiotherapist services at preschool education establishments in Kaunas city. Methods. In order to evaluate the demand for physiotherapist services at preschool education establishments in Kaunas city, an analysis of 565 annual preventive health check-ups of preschoolers, anonymous questionnaire survey of 16 directors of Kaunas city preschool education and 321 parents of preschoolers and also observation of work of two physical culture educators, masseurs and physiotherapist, working at preschool education establishment. SPSS program was used for the analysis of statistical data. Chi square (χ2) criterion was applied for the comparison of proportions and relation between attributes were hold as statistically significant when p<0.05. Significant of difference between frequencies of cases in two groups of respondents was evaluated by application of two way “z” criterion. Results. Bone-muscle disorders – it is the most often health problem of preschoolers. Deformations of legs is diagnosed for every sixth child, flat-footedness – for every ninth child, positional talipes – for every other ninth child, abnormal posture – for every thirteenth preschooler. All questioned directresses of preschool education establishments and majority of parents (92 percent) had expressed their request that services of physiotherapist would be provided in preschool education establishments. In opinion of all directresses and 86.6 percent of parents... [to full text]

Σε αυτήν την εργασία επιχειρείται, μια προσπάθεια διερεύνησης των νοητικών παραστάσεων των νηπίων, καθώς επίσης και το γνωστικό επίπεδο στο οποίο μπορούν να φτάσουν, σχετικά με την λειτουργία και τη χρήση της ανεμογεννήτριας. Το συγκεκριμένο θέμα προσεγγίστηκε με την στρατηγική των στόχων εμποδίων, κατά την οποία, αφού ανιχνεύθηκαν τα μαθησιακά εμπόδια των παιδιών και προσδιορίστηκαν οι σχετικοί εκπαιδευτικοί στόχοι, κατασκευάστηκαν οι διδακτικές δραστηριότητες αντιμετώπισης των εμποδίων και ακολούθησε αξιολόγησή τους. Πρόκειται για μια έρευνα που πραγματοποιήθηκε σε 2 φάσεις, μια πιλοτική, προκειμένου να φωτιστούν τυχόν μη λειτουργικές πτυχές του προγράμματος ή ελλείψεις και μια κανονική. Βασικός στόχος της έρευνας ήταν να έρθουν τα παιδιά σε επαφή με συστήματα Α.Π.Ε. (Ανανεώσιμων Πηγών Ενέργειας) όπως η ανεμογεννήτρια, και πιο συγκεκριμένα με την αποθήκευση και την μεταφορά ενέργειας. Οι υποθέσεις οι οποίες διατυπώθηκαν για αυτήν την εργασία ήταν: α) Με βάση αυτήν την διδασκαλία τα παιδιά να μπορούν να αναγνωρίσουν τη δομή και τη λειτουργία κανονικών συστημάτων, στην προκειμένη περίπτωση να είναι σε θέση να αναγνωρίσουν την δομή και την λειτουργία της ανεμογεννήτριας, β) να μπορούν να δίνουν εξηγήσεις με όρους διανομής, δηλαδή, να αναπτύξουν μια αναπαράσταση που να τους επιτρέπει να κάνουν διακρίσεις ανάμεσα σε: i) αποθήκη, μετατροπέα, αποδέκτη και ii) ανάμεσα στο περιεχόμενο ενός συστήματος και τη μεταφορά από ένα σύστημα σε ένα άλλο, καθώς επίσης και να αναζητήσουν ορισμένα φυσικά μεγέθη σχετικά με το περιεχόμενο των συστημάτων και τις ανταλλαγές μεταξύ τους (Lemeignan & Weil- Barais, 1997, σ. 194) και γ) να μπορούν να εφαρμόσουν την γνώση αυτή και σε νέο φαινομενολογικό πεδίο, π.χ. εκτός από την χρήση της ανεμογεννήτριας στο άναμμα μιας λάμπας, να κατανοούν και τη χρήση στην ενεργοποίηση οποιασδήποτε ηλεκτρικής συσκευής. / In that work is attempted, an effort of investigation of intellectual representations of infants, as well as the cognitive level in which they can reach, with regard to the operation and the use of wind generator. The particular subject was approached with the strategy of objectives - obstacles, at which, after were detected the training obstacles of children and were determined the relative educational objectives, were manufactured the instructive activities of confrontation of obstacles and it followed their evaluation. That research was realised in 2 phases, one pilot and one regular. Fundamental objective of research was the children be in contact with systems Renewable Sources of Energy such as the wind generator, and more concretely with the storage and the transport of energy. The affairs that were formulated for this work were: a) With this base teaching the children can recognize the structure and the operation of regular systems, in that case the structure and the operation of wind generator, b) be possible to give explanations with terms of distribution, that is to develop a representation that would allow them to make discriminations between: i) deposit, converter, recipient and ii) between to content of the system and the transport by a system in a other, as well as they from each other seek certain natural sizes with regard to the content of systems and the exchanges (Lemeignan and Weil- Barais, 1997, p. 194) and c) they can apply this knowledge and in new field, eg apart from the use of wind generator in the lightning of light bulb, comprehend also the use in the activation of any electric appliance.

Förskolan har en läroplan att utgå ifrån vad gäller innehåll och målsättning i det pedagogiska arbetet. Läroplanen har omarbetats och reviderats och detta har lett till konsekvenser i förskolan som verksamhet. Ett ämne som påverkats är drama som är ett av de estetiska uttrycksformerna där även t.ex. musik, bild och rörelse ingår. Den här studiens syfte är att undersöka vilka möjligheter pedagogerna i förskolan har att arbeta med drama utifrån läroplanen och andra kringliggande ramfaktorer. Genom att analysera både avverkade och aktuella styrdokument för förskolan, samt intervjua yrkesaktiva pedagoger på olika verksamheter framkom det tydligt att handling påverkar konsekvens. Resultatet visar att pedagoger upplever sig styrda av läroplanen, trots läroplanens utveckling från vad som skulle kunna kallas en handbok till ett dokument öppet för egna tolkningar. Drama som ämne kan anses ha låg status där det bortprioriteras, inte av ointresse men på grund av att andra ämnen prioriteras högre. Ramar som tid, kompetens och den politiska styrningen påverkar också det konkreta pedagogiska arbetet. Vilka ramar som pedagogerna själva upplever påverkar dem är ramarna i verskamhetens direkta närhet. Faktorer utifrån var för pedagogerna inte lika synliga. / Swedish preschools have their own curriculum to base their educational content and ambitions on. The curriculum has been revisited and revised resulting in implications for the preschool as an institution. Drama is a subject that has remained an integral part from the beginning regulatory documents began to apply, and is one of the forms of expression where music, picture and movement are other examples of it. The purpose of this study is to look into the likelihoods for educators to work with drama based on the intentions of the curriculum and other affecting factors. By examining both old and current regulatory documents, as well as analysing empirical data, acquired through interviews with professionally active preschool educators. It became clear that actions leads to consequences. The result shows that preschool educators feels controlled by the revised curriculum despite the fact that the document has become more open for interpretation than it was before the revision. As a subject drama may be considered to have low status and is cast aside in favor of other subjects. This is not always by choice but it stems from the prioritizing of other subjects and other factors such as time constraints, competence and the political management which affects the educational work. The framework the educators experience affect them the most are the factors closest to the institution itself. Framework and factors that stem from outside the institution were not as obvious to the educators themselves.

This diploma thesis is focused on music therapy and related activities that were used to adapt children to nursery school. The theoretical part describes children adaptation and music therapy in general - history, definitions, methods and effects on pre-school children. The practical part contains a methodical list of music therapy activities that were applied on two and three-year-old children. The conclusion of my thesis indicates that repeatedly using specific music therapy activities makes adaptation less problematic.

Syftet med studien är att undersöka förskollärarstudenters uppfattning om och tidigare erfarenheter av att arbeta med olika kulturella och religiösa traditioner i förskolan. Examensarbetet utgår från ett interkulturellt perspektiv och behandlar vilka traditioner som synliggörs i förskolan, hur firandet går till och informanternas uppfattning om tradition som fenomen och resurs för kulturellt lärande. I förhållande till den senast reviderade läroplanen (Skolverket, 2018) åskådliggörs förskolans uppdrag angående kultur och mångfald. För att informanterna skulle ges möjlighet till ett fritt berättande användes (sju) semistrukturerade intervjuer som datainsamlingsmetod. Analysen av de nedtecknade intervjuerna utgick från syftet och de centrala begreppen interkulturell sensibilitet, kultur och mångfald. Resultatet visar att informanterna har erfarenheter av ett traditionsfirande som anpassas till de kulturer som finns representerade i den aktuella barngruppen. Traditionsfirandet kännetecknas av frivillighet, formbarhet och nytänkande. Vilka traditioner som firas och hur detta sker i praktiken varierar, och styrs av pedagogernas erfarenheter, intresse och kunskap. Det religiösa och icke-religiösa traditionsfirandet bidrar till interkulturella möten och firandet kan följaktligen ha en sammanlänkande funktion mellan barn med olika kulturer. Det framkommer även att okunskap kring ämnen som religion och historia är en orsak till att pedagogerna undviker att samtala om bakgrunden till de traditioner som firas. Informanternas uppfattning om genomförandet av religiösa traditioner överensstämmer med hur begreppet interkulturell sensibilitet definieras i tidigare forskning, som tolerans mot andras och insikt om den egna kulturens plats bland alla övriga i en kulturell mångfald.   Studiens slutsats är att det saknas kunskap inom områden som berör kultur, traditioner och religion. Okunskapen kan vara en anledning till att pedagoger undviker att samtala om dessa ämnen med barn och föräldrar, eftersom området berör högst personliga frågor, vilka kan uppfattas som integritetskränkande. Det visar sig att pedagogernas kontakt med föräldrarna är oumbärlig för hur de ska kunna förverkliga sitt uppdrag angående synliggörandet av och lärandet om olika kulturer och traditioner i förskolan.

This work describes the strategies built by some teachers at pre school level in Mexico to face, from their perspective, coexistance and discipline challenges in the classroom. Given they variety of strategies mentioned, they were classified in three groups: restraining, pedagogical and of specialized and psycological care.Some of the interviewed teachers state that their systematic use contributes to thereduction of disruptive behaviors or misbehaving events in the classroom; other express uncertainty regarding the results and therefore they look for specializedsuppot. In this contribution, in addition to describing the group of strategies found, we analyze if through these actions it is feasible to support learning processes in which children are capable to moderate their behavior and exercise their freedom responsibly. / Se exponen las estrategias construidas por docentes de educación preescolar deMéxico para afrontar retos de la convivencia y la disciplina en el aula. Las estrategias mencionadas fueron clasificarlas en tres grupos: de contención, pedagógicas, y de atención especializada y psicológica. Algunas de las entrevistadas señalan que su empleo sistemático contribuye a la reducción de conductas disruptivas o eventos de indisciplina en el aula; otras manifiestan incertidumbre frente a los resultados de ahí que recurran al apoyo de especialistas. En esta contribución, además de describir el conjunto de estrategias encontradas, se analiza si mediante estas acciones es factible impulsar procesos de aprendizaje donde los niños y niñas sean capaces de regular su conducta y ejercer su libertad con responsabilidad. / Este artigo discute as estratégias que têm construído alguns professores de nívelpré-escolar no México para enfrentar, a partir de sua perspectiva, os desafios deconvivência e disciplina em sala de aula são expostos. Dada a diversidade deestratégias mencionadas procedeu-se a classificá-los em três grupos: contenção,educacionais e de aconselhamento especializado. Alguns dos entrevistados dizemque a sua utilização sistemática contribui para a redução de comportamentos oueventos de indisciplina em sala de aula causadores de distúrbios; outros expressaram incerteza sobre os resultados, portanto, recorrer a apoio especializado. Nesta contribuição é também examina se essas ações é viável por impulsionar processo de aprendizagem onde as crianças são capazes de regular sua conduta e exercer a sua liberdade de forma responsável.

This diploma thesis is aimed at finding out the current situation of so called pre-reading and explore methods used for development of so called pre-reading literacy. The thesis is divided in two parts theoretical and practical one. The theoretical part refers to characterizing of preschool age, problems of reading literacy (with focusing on so called pre-reading literacy), factors impacting children'spre-reader's interest and especially methods usable for abilities and skillsdevelopment of preschool children in area of literary education. The practical part includes empirical survey (qualitative research), realized at chosen kindergartens. The research is supported by working sheets that are verified in practice.

Made available in DSpace on 2016-06-02T19:38:57Z (GMT). No. of bitstreams: 1 2044.pdf: 816620 bytes, checksum: 09308d0c838f42ea721cff59b6e62f03 (MD5) Previous issue date: 2008-08-29 / The present study is a qualitative survey involving four preschool directors who are just starting their careers within the community school system. It intends to describe and analyze the acquisition of professional knowledge experienced by these four professionals as they commence their practical living in the school routine. The concept of career is herein understood as a continuous build-up process that spans the entire professional life of an individual. The data used in this survey originated from the analysis of official records, like legal documents and government acts, and from the answers that the directors provided to semi-scripted interviews. The study is based on the hypothesis that preschool directors undergo singular periods of dense and conflicting occurrences as they start their professional practice; in face of such challenges, they often base their decisions upon experiences they had previously, when they were teachers who either observed or were directly helped by experienced directors. The initial period of a director s career is therefore similar to the initial stages of a teacher s career. General aspects of this hypothesis are confirmed as the directors describe details of their path from the teaching context to the management context, especially the strategies they adopted in face of the management challenges. The guiding role played by the more experienced peers is strongly highlighted by all four subjects as being an essential element to that particular moment in their careers. Progress to a further stage in the career is achieved through the particularization of professional skills acquired while performing the managerial work; the perception of being a director is constructed as they find a personal and unique way to pursue their new professional path. Reports collected from the interviews revealed that office and paperwork are likely to take up most of a director s available time during the initial stages in the career, and may be an obstacle to the completion of pedagogic tasks. The way each subject will handle this difficulty is characterized by an individual bias, which will further determine a typical way of running the job. The absence of an institutional development plan was found to be a possible threat to running the pedagogic duties, and the streamlining of both administrative and pedagogic demands may be a valuable aid to career-beginning directors. The skills acquired during professional practice were found to be chiefly related to the managerial context: leadership, team working, conflict resolution, and decision making, among others. This work focuses on the process that eventually leads to the acquisition of such skills and hence to a level of stability in the career of a school director. / O presente estudo caracteriza-se como sendo analítico-descritivo de natureza qualitativa. Foi desenvolvido em uma rede municipal de ensino na educação infantil, envolvendo quatro diretoras iniciantes. A intenção é identificar aprendizagens profissionais de diretoras de educação infantil vividas no início da carreira, essa entendida como um processo contínuo, ou seja, construída ao longo da vida profissional. Nesse sentido, como fonte de levantamento de dados, foram utilizadas: a análise de documentos oficiais municipais, tais como: decretos, leis, regimentos, entre outros, bem como a entrevista com roteiro semi-estruturado. O presente estudo tem seu início pautado na hipótese de que diretoras em início de carreira passam por períodos conflituosos, densos, que vivenciam experiências inéditas durante o período de início do exercício profissional e que muitas vezes adotam posturas para a tomada de decisões, baseadas em experiências vivenciadas anteriormente por meio da observação de diretoras em exercício enquanto professoras, ou ainda, que são auxiliadas por diretoras mais experientes e que, portanto, havia similaridade com o período de iniciação à docência. Aspectos gerais da hipótese anunciada são confirmados na medida em que as diretoras entrevistadas relatam detalhes de seu percurso atuando como professoras que se tornaram diretoras, bem como as estratégias de enfrentamento para as situações adversas vivenciadas no novo contexto, a gestão. Nesse cenário, o papel das mais experientes é exaltado com unanimidade na fala das quatro entrevistadas, como essencial para o momento da carreira em que estão inseridas. O que promove o avanço da hipótese inicial do trabalho é a particularização de algumas das aprendizagens profissionais adquiridas durante o exercício da função; é ainda, o modo como cada uma delas vai percorrendo o novo caminho profissional, dando a ele um caráter pessoal e singular, construindo dia após dia, situação após situação, o que caracteriza o estar diretora. Foi constatado por meio da fala das entrevistadas, que a função burocrática ocupa papel de destaque nesse período de iniciação na carreira e que demanda boa parte do tempo disponível, caracterizando-se como um entrave à realização do trabalho no aspecto pedagógico. O modo de conduzir o novo contexto é marcado por características pessoais e por sua vez configuraram um jeito singular de estar na carreira. Notou-se que a ausência de um plano de desenvolvimento institucional pode ser encarada como um aspecto dificultador no que se refere à gestão pedagógica da função, e a organização da demanda de trabalho pode ser entendida como uma possibilidade de auxílio às diretoras em início de carreira, tanto no que se refere à gestão burocrática, quanto à gestão pedagógica. As aprendizagens profissionais identificadas referem-se ao contexto da gestão, tais como: liderança, trabalho em equipe, resolução de conflitos, tomada de decisões, entre outros. Essas podem parecer óbvias, já que se referem à gestão, contexto de atuação das diretoras, todavia, o processo vivenciado para que se chegasse a um nível de estabilização na carreira é que consiste o diferencial desse trabalho.

O presente estudo pretendeu, por meio de uma abordagem qualitativa investigar quais os critérios utilizados pelas professoras das pré-escolas públicas do município de Osasco para promover alunos com necessidades educacionais especiais, assim denominados por apresentarem deficiência intelectual, de uma fase para outra e após essa etapa de escolarização. O suporte teórico fundamentou-se na legislação educacional nacional, estadual e municipal, além de produções de autores renomados na área sobre educação infantil, educação especial e avaliação da aprendizagem. Utilizaram-se, também, documentos internacionais que subsidiaram a elaboração de legislação nacional referente ao atendimento de pessoas com necessidades educacionais especiais. Foram selecionadas duas escolas, uma na zona Norte e outra na zona Sul do referido município. Fizeram parte da amostra cinco professoras e cinco alunos que se encaixavam no objetivo da pesquisa. Para complementar os dados coletados junto às professoras, foram entrevistadas também as ex-diretoras das escolas, assim como especialistas da Equipe de Apoio Interdisciplinar. Da análise das entrevistas, verificou-se que as professoras apontaram a idade como sendo critério para promoção dos alunos, tanto de uma fase para outra, como após a pré-escola. Contudo, em alguns casos, os alunos permaneciam por mais tempo na pré-escola o que era justificado pelas necessidades específicas apresentadas por eles e a permanência nessa etapa por mais tempo era avaliada, nesses casos, como benéfica para seu desenvolvimento e aprendizagem. A partir dos dados coletados, verificou-se que as escolas que fizeram parte da amostra da pesquisa adotam, para a quase totalidade dos alunos, a concepção de avaliação utilizada na Lei de Diretrizes e Bases da Educação (Lei nº 9394/96) para a educação infantil, não tendo, assim, finalidade de promoção nem mesmo para acesso ao ensino fundamental. / This study aimed, using a qualitative approach, to investigate which criterion were used by the preschool teachers in public schools in the municipality of Osasco to promote students with special needs, so called for presenting intellectual deficiency, from one phase to another and after this stage of education. The theoretical support was based on the national, state and municipal educational legislation, besides the productions of famous authors in the area on preschool education, special education and evaluation of learning. It was also used international documents that helped the development of the national legislation about attention to people with special educacional needs. Two schools, one in the North zone and another one in the South zone of the city that had been selected. Five teachers and five students, who fit in the objective of the research, had been part of the sample. The formerdirectors of the schools had also been interviewed, as well as specialists of the Equipe de Apoio Interdisciplinar to complement the data collected from the teachers. From the analysis of the interviews, it was verified that the teachers had pointed the age as the criterion of student´s promotion from one phase to another and after preschool. However, in some cases the students remained for more time in the preschool, what was justified by the student´s specific needs and their longer permanence at this stage was evaluated as beneficial to theis development and learning. From the collected data, it was verified that the schools that had been part of the sample of the research adopt, for almost all students, the conception of evaluation used in Lei de Diretrizes e Bases da Educação (Law nº 9394/96) to early childhood education, so it does not have the purpose of promotion, nor the access to primary school.