Made available in DSpace on 2016-06-02T19:38:59Z (GMT). No. of bitstreams: 1 2326.pdf: 436979 bytes, checksum: 62f55dad53130cfb07dbabeddd25c629 (MD5) Previous issue date: 2009-02-13 / The proposal of the present work is based on a deeper theoretical analysis of the studies by Vygotsky concerning the Age Crisis, dealt it in volume IV of his works. The manifestation of crises has always been seen as a deviation of standard norms or as a disease in preschool institutions and by some psychologists. This research has attempted to discuss another perspective in the analysis of the Age Crisis, understood by Vygotsky as being turning points in the development of a child, characterized by sudden, impetuous changes, as if they were revolutionary acts, both because of the rhythm of change and their meaning. The research question that guided our work was: How do preschool educators perceive and deal with the moments of crises in the development of children? The three objectives are: analyzing how the teachers perceive the moments of crises in the development of children; identifying and analyzing possible moments of crises among the children and researching and analyzing the attitudes taken by the teachers to solve the possible development crises in children. Data collection was carried out at a crèche in a public university in the state of São Paulo. The research method was based on Vygotsky s Historical-Cultural Theory. The results were analyzed in two different ways: The teachers perception concerning the Age Crisis in Preschool Education and its manifestation in children and The teachers and their interventions in the moments of crises. Such analyses indicate that the teachers notice the crises manifestations that occur in the development of the child. However, there seems to be a gap in their training that prevent them from perceiving such crises in a positive way, which is necessary for a new psychological organization of the child s personality. Finally, the way educators act has to be re-thought so that it is possible to adopt a reflexive pedagogical practice, based on the Historical-Cultural Theory, which understands the child as a concrete subject who participates and makes history happen. / A proposta do presente trabalho está pautada no aprofundamento teórico dos estudos de Vygotski, a respeito das Crises das Idades abordadas no Tomo IV de sua obra. As manifestações de crise foram sempre vistas nas instituições de Educação Infantil e por alguns investigadores da Psicologia como desvio de normas padrão ou como doença da criança. A pesquisa buscou trazer à discussão outra perspectiva de análise da crise das idades, entendida por Vygotski como sendo pontos de virada no desenvolvimento da criança e que se caracterizam por mudanças bruscas, impetuosas, como se fossem um acontecimento revolucionário, tanto pelo ritmo das mudanças como pelo significado delas. A questão de pesquisa que norteou este trabalho foi: Como as docentes da Educação Infantil percebem e conduzem os momentos de crise no desenvolvimento da criança? E os objetivos, três: analisar como as professoras percebem os momentos de crise no desenvolvimento das crianças; identificar e analisar episódios de possíveis momentos de crises entre as crianças e levantar e analisar as atitudes utilizadas pelas professoras para a solução dos episódios de possíveis crises de desenvolvimento das crianças. A coleta de dados foi realizada numa creche de uma universidade pública do estado de São Paulo. A metodologia de pesquisa pautou-se na Teoria Histórico-Cultural de Vygostski. Os resultados foram analisados por intermédio de duas diretrizes: A percepção das professoras sobre as Crises das Idades na Educação Infantil e suas manifestações nas crianças e As professoras e suas intervenções nos momentos de crises. Tais análises indicam-nos que as professoras percebem que ocorrem manifestações de crises no desenvolvimento da criança e que uma possível falha na formação delas as impedem de enxergar tais crises sob seu aspecto positivo, caminho necessário para uma nova formação psicológica na personalidade da criança, e finalmente, que a forma como as docentes agem, precisa ser repensada para que se possa ter uma prática pedagógica reflexiva embasada na Teoria Histórico-Cultural, que entende a criança como sujeito concreto, que participa e faz história.

Made available in DSpace on 2016-12-08T16:35:04Z (GMT). No. of bitstreams: 1 patricia.pdf: 2599573 bytes, checksum: 5ef9e1dbc4649d3fd1d696ae985f9291 (MD5) Previous issue date: 2013-03-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research concerns to the area of History of Education. Its primary objective is the analysis of the desired profile for early childhood education teachers of Municipal Schools of Florianopolis having as thread the Project Early Childhood s Centers, proposed by Ministry of Education and Culture (MEC), in 1975th. This project, in 1976th, launched the Preschool Education in City of Florianopolis, in the context of the implementation of the National Education Preschool, proposed by the Ministry of Education and Culture (MEC) in 1975th. This is a proposal defined by a preparatory course marked out by national regulations, while it is characterized by the defense of the respect to the rhythm and stages of child‟s development, inspired by Heloísa Marinho, teacher-researcher of preschool education and, also, by the emphasis on hiring skilled professionals to work in early childhood education, influenced by Coração de Jesus School. The research was conducted by analyzing national and local documentary sources interfaced with oral sources, apart from the bibliographic sources. The theoretical approach we chose: a) the studies on critical discourse analysis (CDA) of Norman Fairclough (2001), who proposes a three dimensional analysis of discourse: the discourse as a text, as discourse and political practice, b) the theorizations of Tomaz Tadeu da Silva (1999), about the curriculum, understood as a practice of signification and meanings production, c) the concept of appropriation as an inventive production of meanings and as a practice of resignification, as it was proposed by Roger Chartier (1988); d) the insights of Alessandro Portelli (1997) and Verena Alberti (2004) about dealing with oral sources. The study allowed us to understand that the desired profile for early childhood education‟s teacher of RME in Florianopolis - coined from a very particular synthesis between legal requirements, ideas of Heloísa Marinho and the experience of Coração de Jesus School it was the profile of a young woman, educated specifies the level of 2nd degree. Dedicated to teaching she should, above all, love children. Joy, initiative, creativity, and dynamism are some of her main features, and a willingness to learn and innovate her practice. About the knowledge she should dominate for her task, we highlight the basic acquirements of child‟s psychology, especially on child‟s development and also knowledges related to the arts: music,visual arts and theater / drama, beyond storytelling, games and recreation. She was not literacy, but she should allow the children to know the letters, without forcing them to learn, respecting their rythm and interests. Her profile was, in short, a mixed of maternal and professional attitude, in other words, a woman with a vocation to work with children, but with specialized training in preschool. / A presente pesquisa situa-se na área da História da Educação. Tem por objetivo precípuo a análise do perfil desejado para as primeiras professoras de educação infantil da Rede Municipal de Ensino de Florianópolis, tendo como fio condutor o Projeto Núcleos de Educação Infantil. De 1976, deu origem ao Programa Educação Pré-Escolar no Município de Florianópolis no contexto da implantação do Programa Nacional de Educação Pré-Escolar, proposto pelo Ministério da Educação e Cultura (MEC) em 1975. Trata-se de uma proposta curricular marcada pelo caráter preparatório, balizado pelas prescrições nacionais, ao mesmo tempo em que se caracteriza pela defesa do respeito ao ritmo e às fases de desenvolvimento da criança, inspirado em Heloísa Marinho, professora-pesquisadora da educação pré-escolar e, ainda, pela ênfase na contratação de profissionais habilitados para atuar na educação infantil, por influência do Colégio Coração de Jesus. A pesquisa foi desenvolvida pelo caminho metodológico da análise documental e da história oral. Como referencial teórico, optamos: a) pelos estudos sobre a análise crítica do discurso (ACD) de Norman Fairclough (2001), que propõe uma análise tridimensional do discurso: o discurso como texto, como prática discursiva e prática política; b) pelas teorizações de Tomaz Tadeu da Silva (1999), sobre o currículo, entendido como prática de significação e de produção de sentidos; c) pelo conceito de apropriação como produção inventiva de sentidos e como prática de ressignificação, tal como propõe Roger Chartier (1988); d) pelos insights de Alessandro Portelli (1997) e Verena Alberti (2004) sobre o trato com as fontes orais. A pesquisa possibilitou compreender que o perfil desejado para a professora de educação infantil da RME de Florianópolis ¿ inventado a partir de uma síntese bastante particular entre as prescrições legais, as ideias de Heloísa Marinho e a experiência do Colégio Coração de Jesus ¿ era o de uma mulher jovem, com formação específica, no nível de 2º grau. Vocacionada para o magistério deveria, antes de tudo, amar as crianças. Alegria, iniciativa, criatividade e dinamismo são algumas das principais características de sua personalidade, além de ter disposição para aprender e inovar em sua prática. No que se refere a conhecimentos, deveria dominar, para a sua tarefa, os básicos sobre psicologia infantil, em particular sobre o desenvolvimento infantil e, ainda, saberes relacionados às artes (música, artes plásticas e teatro/dramatização), contação de histórias, recreação e jogos. Não era alfabetizadora, mas deveria possibilitar às crianças conhecer as letras, mas sem lhes forçar a aprendizagem, respeitando seu ritmo e seus interesses. Seu perfil era, pois, em síntese, um misto de atitude ¿maternal¿ e ¿profissional¿, uma mulher com vocação para o trabalho com crianças, mas com formação especializada na pré-escola

The work deals with preschool age and the M. Montessori view of the education. The aim is to point out the contributio24n of montessori materials and their use in nursery schools. The theoretic part describes the historic evolution of preschool education, psychological and sociological development of a child of preschool age, game and alternative programmes. I focused mainly on the M. Montessori pedagogy and described it theoretically. The practical part contains comparison of three chosen schools: NS Vokovická Praha 6, Montessori class in NS Meteorologická Praha and Montessori class in Tábor. In all these schools the montessori pedagogy principals are being applied. In these schools they work, not only, with original montessori materials, but also with other materials, which fulfill certain standards and also with some that were made by teachers themselves. In NS Vokovická toys are also being used. Despite some differences all of the schools agree on the basic thought: they put the child in the first position just like M. Montessori used to do.

Made available in DSpace on 2016-03-15T19:39:39Z (GMT). No. of bitstreams: 1 Livia da Conceicao Costa Zaqueu.pdf: 1048917 bytes, checksum: f312b064438aac7851f43726825fe6fe (MD5) Previous issue date: 2010-08-11 / Fundo Mackenzie de Pesquisa / This research aimed at (1) identifying and describing delays in the neuropsychomotor development and early signs of Autism Spectrum Disorders (ASD) in children enrolled in public daycare centers in the South of Barueri, SP; (2) establishing associations between developmental delays / early signs of ASD and demographic / personal features; (3) identifying gaps in Joint Attention and verifying its eventual association with higher risk of ASD. The method used was cross-sectional study including 92 children aged 16-to-24 months enrolled in five day care centers in the South of Barueri, SP. This sample represented the universe of all children in these several day care units. Pictorial Infant Communication Scales (PICS), Modified Checklist for Autism in Toddlers (M-CHAT), and Development Screening Test-II - DENVER II were applied to this population. Data were first managed in descriptive analysis. Further bivariate analysis with application of Chi-square and Fisher's Exact tests as well as calculation of odds ratio was carried out. The results showed a prevalence of 28.3% for neuropsychomotor development delay. Developmental delays were more frequent in the area of language (54.48%), followed by personal-social (17.97%), fine motor adaptive (14.74%), and gross motor (12.81%)domains. Association between developmental delays / signs of ASD and demographic / personal data was statistically significant as to prematurity and lack of prenatal care. Five children (5.4%) were classified as probable cases positive for ASD. Bivariate analysis considering the results of both PICS and M-CHAT showed the following tested skills as more frequently associated with ASD: (1) to point to draw attention, (2) to point to indicate interest, (3) to share an event, (4) to deliver an object, (5) to ask for help, (6) to stare at an desired object. In the conclusion evidences of developmental delay and early signs of ASD in children attending daycare centers were here found out, and can be helpful for future actions in health and education politics in Barueri, SP, Brazil. / Esta pesquisa teve como objetivos: (1) identificar e descrever atrasos de desenvolvimento neuropsicomotor e sinais precoces de Transtornos do Espectro Autista (TEA) em crianças matriculadas em creches públicas da região sul do município de Barueri; (2) relacionar atrasos de desenvolvimento e sinais precoces de TEA a características sociodemográficas e pessoais; (3) identificar falhas na Atenção Compartilhada e verificar se estão associadas ao alto risco para TEA. O método realizou-se pelo estudo de corte transversal envolvendo 92 crianças na faixa etária de 16 a 24 meses, matriculadas em cinco creches da região Sul Barueri, SP. Esta amostra representou o universo do total de crianças que integram essas creches. Foram aplicados a essa amostra os seguintes instrumentos: Pictorial Infant Communication Scales (PICS); Modified Checklist for Autism in Toddlers (M-CHAT); Development Screening Test-II - DENVER II. Os dados obtidos foram submetidos tanto à análise descritiva quanto à analise inferencial bivariada, para a qual se utilizou a Prova do Qui-quadrado, o Teste Exato de Fisher, e o cálculo da Razão de Chances (odds ratio - OR). Nos resultados encontrou-se prevalência 28,3% de atrasos no desenvolvimento neuropsicomotor. A área com a maior frequência de atrasos foi a de linguagem (54,48%), seguida da pessoal-social (17,97%), motora fina adaptativa (14,74%) e motora grossa (12,81%). A associação de atrasos no desenvolvimento e sinais de TEA com as características sociodemográficas e pessoais se mostrou significativa com as variáveis: prematuridade e falta de acompanhamento pré-natal. Cinco das crianças avaliadas (5,4%) foram classificadas como prováveis casos positivos para TEA. A análise bivariada entre os resultados da PICS e os do M-CHAT dessas cinco crianças evidenciou as seguintes habilidades testadas mais associadas ao TEA, a saber: (1) apontar para chamar a atenção, (2) apontar para indicar interesse, (3) compartilhar um evento, (4) entregar um objeto, (5) solicitar ajuda e (6) olhar quando quer obter um objeto. Na conclusão foram encontradas evidências de atrasos no desenvolvimento neuropsicomotor e sinais precoces de TEA em crianças de creches públicas, as quais podem auxiliar o desenvolvimento de futuras ações na área da saúde e educação do Município de Barueri, SP.

For diploma thesis I chose the topic of management of educational institutions. The aim of the thesis is an analysis of managerial activities director nursery school focusing on personnel management. We focused on the issue of the relationship performs headmaster all managerial activities, what time frame they have to pay, how well it is able to fulfill. Individual chapters are based on the general theory of management, managerial functions, personnel, operations and human resources management. The practical part of the evaluation research. Method for obtaining data was used, primarily, time snapshot of all activities director kindergarten and secondarily, identification questionnaire. Based on the research model was created activities director kindergarten with basic timing in the form of a monthly interval. In the end we will find the time spent evaluating director of the kindergarten and recommendations, which should streamline the functioning of the school.

This thesis is devoted to the issue of understanding Romani and the majority languages by Romani preschoolers in order to consider the possibility of introducing Romani language in schools. Also it analyses the influence of using Romani language on the ability to perform age-appropriate tasks by Roma preschoolers. The work is divided into two parts. The first, theoretical part presents a summary of the relevant works on school failure of Romani children with an emphasis on their language handicap. We also pay attention to the theory of language shift, language code, and subtractive bilingualism. In the second, empirical part a primary research is carried out examining the degree of understanding Romani and majority languages in three locations in the Czech Republic and Slovakia. As a methodology, a mixed research design was chosen. It was divided into two phases. During the first phase a field research was conducted, followed by quantitative evaluation of tasks performed by the Romani preschoolers in the second phase. Research has shown, that there are different linguistic situations in the surveyed locations and therefore no generic measure can be introduced. At the same time the outcomes rejected the presumption that children who speak Romani better than the majority language will be more successful in...

The eleven studies which comprise the Consortium for Longitudinal Studies were described in order to determine long-term effects of preschool education on disadvantaged children. Research methods and results of the studies were evaluated and compared. An historical overview details the sociopolitical milieu from the time the eleven studies began in the 1960s to the present. Theories which impacted the preschool movement in the 1960s were also discussed, particularly those which concern the development of intelligence, the importance of early education and environmental impact on the development of intelligence. Demographic data were used to describe disadvantaged children's needs for quality early intervention programs. The results of the eleven Consortium studies indicate positive long-term effects for disadvantaged children enrolled in quality preschool programs.

In July 2019, the preschool received a new curriculum that emphasizes that the education in the preschool should be equivalent regardless of where in the country it is organized. Our purpose with this study was to see how an assistant principal and four preschool teachers conceive of and lead the work with this concept of equality in preschool. We did this through a qualitative interview study involving the said participants. The research questions that guided our questions to the respondents were: how is gender equality defined by the assistant principal and preschool teacher and how the assistant principal and preschool teacher implement equality in the preschool and how the preschool teacher leads the working group in this work. When we compiled our material, we were able to distinguish certain recurring factors that were linked to the concept. We could also see how the deputy principal's view of equality was more from an overall perspective, while the preschool teachers linked the concept to an equal education for the children. Other factors for an equivalent education were competence, the profession's responsibility, organizational conditions and quality linked to both structure- and process quality. Our conclusion based on our thesis is that equality is a concept with many interpretations. The preschool teachers lacked time to implement this in the work team, but it was something they asked for to create a dialogue and bring to life the concept of equality in the business. By doing so, you create the conditions for an equal education but also to develop the pedagogical relationships.

The aim of the thesis was to clarify how nursery teachers develop children's comprehension of the text read aloud and how they evaluate the possibility of using reading strategies to support children's comprehension during reading. In the theoretical part, I focused on defining the concept of reading literacy and pre-literacy, approaching the concept of the development of reading pre-literacy in the Czech Republic and clarifying the concept of comprehension of the text. Subsequently, I dealt with the issue of reading strategies and introduced those that are suitable for use in preschool age. In the empirical part, I used the qualitative approach of a multi-case study, which involved eight kindergarten teachers. Through in-depth interviews, repeated observation of the teachers' work with the text and subsequent analysis of video recordings of this work, answers to research questions were sought. It has been shown that teachers intend to develop children's comprehension, but only on a literal level, their work with texts is intuitive, without setting specific goals and monitoring the degree of their achievement. It turned out that reading strategies require a willingness of the teacher to work with them regularly and purposefully and to prepare for reading, which does not correspond to the prevailing...

The diploma thesis focuses on the issue of evaluating the learning processes of preschool children. The aim of the diploma thesis is to examine the possibilities of implementing the Learning Stories method in Czech preschool education. The method serves as a tool for documentation, evaluation and support of children's learning in kindergarten and is one of the methods of formative evaluation that are used in preschool education abroad. The work is divided into two parts. The theoretical part characterizes preschool age and its specifics, analyzes the patterns of learning of the child and current approaches to pedagogical diagnostics, its types, methods, means and anchoring in the Framework Educational Program for Preschool Education. Provides key information about the Learning Stories method. The empirical part sets the goals of the research and its methodology. The implemented action research consisted of comprehensive work with the Learning Stories method, which is based on observing the child, documenting, evaluating his learning and creating a story (so-called Learning Story) about his learning processes. The survey finds out how the Learning Stories method has a benefit for the child and how the Learning Stories method can be implemented in a kindergarten environment. Formulates methodological...