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Porovnání preprimárního, primárního vzdělávání a vstupu dítěte do školy v České republice a v Nizozemsku / Comparation of pre-primary, primary education and a child's entry to school in the Czech Republic and the NetherlandsFreudenfeldová, Veronika January 2011 (has links)
The thesis deals with comparison of pre-school and primary education and child's entry to school in the Czech Republic and the Netherlands. It is devided into two parts, the theoretical part and the practical part. In the theoretical part is summarized pre-school and primary education from both countries. Through the historical overview we come to nowadays school educational systems, ongoing debates and policy trends planned for the future. The practical part deals with child's transfer from second to third grade in the Netherlands. With a use of the record sheets I follow and evaluate the child's development in the last year of preschool in the Czech Republic and in the second grade of Dutch primary school. The aim of the thesis is on to determine how are children in the Czech Republic and the Netherlands prepaired at the age of 5-6 years for entering the school. The question is whether Dutch children are affected and more prepaired from compulsory school attendance than children in the Czech Republic.
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Školní zralost a připravenost u žáků v přípravné třídě / School maturity and school readiness of pupils in preparatory classRejmanová, Adéla January 2020 (has links)
The diploma thesis deals with the issue of school maturity and readiness of pupils in the preparatory class. In the theoretical part the basic terminology from the field of pre-school education and problems of entering the elementary school is defined. There are also the principles of the preliminary test of school maturity described in detail. They are subsequently applied in practical research. The research part focuses on the comparison of the level of school maturity and readiness of pupils in the preparatory class and children in kindergarten. The survey was mainly conducted using qualitative methods, specifically through interviews, questionnaires and anamnesis. However, one quantitative method was also included - the standardized preliminary test of school maturity. This test focuses on fine motor skills and visuo-motor coordination ability. The research was carried out in preparatory classes and kindergartens in Mladá Boleslav and its surroundings. The goal of this diploma thesis was to find out whether education in a certain kind of preschool facility can affect children's readiness for school. Research results showed, that preparatory classes have better conditions for the development of a preschool pupil with postponement of school attendance than kindergartens. KEY WORDS Preschool... Read more
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Early Childhood Perspective of the K-12 Common Core State Standards ImplementationBenson, Anita Lesh 01 January 2014 (has links)
The importance of school readiness and social-emotional development for children who live in poverty is well established. Head Start programs have championed the development of the whole child across all learning domains. The implementation of the K-12 Common Core State Standards (CCSS) focuses instructional skills on reading language arts, and math. The purpose of this qualitative case study was to explore Head Start teachers' perceptions and experiences of the CCSS implementation. The study was guided by the constructivist learning framework of Piaget and Dewey. Research questions explored the understanding and effects of the K-12 CCSS implementation from a group of 10 Head Start teachers in high poverty schools in a large urban district in Washington State. Data were collected through observations, interviews, and shared documents. Open coding was employed to look for common topics for thematic analysis. Emergent themes were related to goal setting for students, teacher training, and student development. Key findings showed early childhood teachers have 3 different sets of standards, and teachers in Head Start could not access others besides their own. Findings resulted in a document for early childhood teachers combining the CCSS; Washington State early learning standards; and goals used by Head Start teachers, in literacy, math, and social-emotional skills for children ages 4 to 6. With access to all early childhood goals, teachers can set goals for their students that precede or exceed the guidelines used at their own grade level. Implications for social change are the opportunity for teachers to meet the needs of their students, no matter their skill level, and allow students to excel beyond their classroom setting, toward greater educational opportunities. Read more
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Ověření efektivity intervenčního programu na podporu školní připravenosti / The effectivity verification of the interventionist program for the school readinessVeverková, Kristýna January 2021 (has links)
The content of the research part was the creation of an intervention program that was realized with a group of ten children who are about to enroll to the first grade in April. This program had focused on the development in individual areas, in particular: fine motor skills, graphomotor skills, visual perception, mathematical pre-literacy, auditory perception and spatial orientation. The intervention program included 12 lessons that took place in the in kindergarten in the morning. We tought each lesson for about half an hour. Each lesson included five activities aimed at development of fine motor skills or graphomotor skills, visual perception, mathematical pre-literacy, auditory perception and spatial orientation. The whole program was motivated by the Squirrel Týnka and Krysík, who were represented by a puppet made out of a sock. All the individual activities were set to forest environment, home of the Squirrel Týnka. Thanks to the intervention program, children were able to improve in individual areas. The test of fifteen small tasks was run before the start of the intervention program. There was an input diagnostic program used to verify the effectiveness of the intervention program. The test of fifteen small tasks was run before the start of the intervention program The tasks focused on... Read more
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Understanding Fathers’ Roles in South Korea Children’s Negative Emotionality, Mothers’ Depression, and Parental Warmth in Predicting Children’s School Readiness in Low-Income Korean Families: The Role of Fathers’ Positive InvolvementHan, Seunghee, Ko, Kwangman 23 October 2021 (has links)
This study examined how the longitudinal associations among children’s negative emotionality, mothers’ depressive symptoms, parental warmth, and children’s school readiness and whether the associations vary as a function of fathers’ positive involvement in low-income South Korean families. Participants were 399 families including mothers (Mage = 32.54 years at Time 1), fathers (Mage = 35.23 years at Time 1), and children (Mage = 38.92 months at Time 1; 50.5% boys) in the Panel Study on Korean Children. Results revealed that children’s negative emotionality was indirectly associated with their school readiness three years later, through its association with mothers’ depressive symptoms and warmth. Mothers’ warmth mediated the association between mothers’ depressive symptoms and children’s school readiness, and fathers’ warmth mediated the association between fathers’ positive involvement and children’s school readiness. Our findings revealed the family processes underlying children’s school readiness development in low-income Korean family contexts. Our findings also provide information useful for efforts to detect family risks and to establish family policies to promote low-income children’s school readiness. Read more
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The design and implementation of intervention programmes for disadvantaged school beginnersLenyai, Ellen Miopone 02 1900 (has links)
The aim of this study was to investigate the design and implementation of early intervention programmes used for disadvantaged learners in South Africa. The focus was on the Grade R class since it has been introduced to prepare learners for formal schooling. The extent to which the programme could influence the learner's skills were investigated.
The design is defined in terms of the structure, goals, and content of the programme. The implementation strategy in this investigation is explained in broad terms to include ECD policies, delivery structures and modes, teacher preparedness and arrangements made at school level.
The investigation was conducted as a case study in disadvantaged school-based Grade R classes of the Gauteng province. It established that the design of the Grade R programme followed the constructivist approach by combining the developmental and behavioural approaches to teaching. The design was commendable with regard to its goals and its duration. However, concerns were raised with regard to the structure and content of the Learning Area Programmes. An alternative design is recommended.
The success of any programme depends to a large extent on implementation strategies used for delivery. This investigation established that policy formulation at national level followed international trends. Implementation power was devolved to the provincial departments in order to accommodate provincial diversity. However, structural deficits and undefined line functions were identified at provincial and district levels. The impact of this deficiency was evident in the Grade R classes.
Finally this study concluded that although learners showed developmental gains, this cannot be regarded as the influence of the Grade R teaching because this age group is still developing and the change could be ascribed to maturation. The learners did not acquire basic literacy skills. Their poor language and intellectual abilities remain extremely low. / Educational Studies / D.Ed.(Psychology of Education) Read more
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An analysis of early childhood development programmes in South AfricaBridgemohan, Radhika Rani 11 1900 (has links)
This study constitutes an attempt to describe and analyse the quality of
selected early childhood development programmes in South Africa, and
provide criteria by which the quality of programmes could be assessed.
The need for, and importance of, providing quality early childhood
development programmes is highlighted. The influence of educational
pf:lilosophies on programmes is recognised, hence the total development
of the child and educational philosophies related thereto are discussed.
Factors and components within programmes that contribute to high
quality are explored. Moreover, criteria by means of which quality early
childhood development programmes may be assessed, are provided. In
this regard criteria for the formulation of aims, selection and the
organisation of content, assessment, role of the teacher and parent
involvement in programmes are suggested. It is against these criteria
that selected early childhood development programmes in South Africa
are described and analysed.
programmes conclude the study. / Curriculum and Instructional Studies / M. Ed. (Didactics)
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Emosionele gereedmaking van voorskoolse kinders vir skooltoetrede / The emotional preparation of pre-primary children for school entryScholtz, Janine 11 1900 (has links)
Summaries in Afrikaans and English / Hierdie studie spreek die emosionele skoolgereedheid van voorskoolse
kinders aan. Die voorskoolse kind met sy basiese emosies vanuit
sielkundig opvoedkundige perspektief word in die studie van naderby beskou.
Tydens die studie is die basiese emosies volgens Plutchik (1980) wat
bepalend vir die emosionele skoolgereedheid van die skooltoetreder is,
geidentifiseer. Na aanleiding van nuwe insigte waartoe gekom is, het die
navorser 'n eie emosionele skoolgereedheidsevalueringslys volgens Plutchik
(1980) se basiese emosies antwerp, wat as 'n maatstaf vir die evaluering van
emosionele skoolgereedheid kan dien.
'n Empiriese ondersoek is onderneem om te bepaal of 'n aantal proefpersone
volgens n emosionele skoolgereedheidsevalueringslys emosioneel
skoolgereed is al dan nie.
Emosionele tekorte is vanuit die emosionele skoolgereedheidsevalueringslys
geidentifiseer, waarna diagnostiese en terapeutiese tegnieke vir emosionele
skoolgereedmaking kortliks bespreek is. Opvoedkundige sielkundiges kan die
diagnostiese en terapeutiese tegnieke as hulpmiddel gebruik om emosionele
tekorte, wat moontlik 'n blokkasie vir emosionele skoolgereedheid inhou, aan
te spreek. / This stidu addresses the emotional school preparedness (readiness) of pre-primary children. The pre-primary child with his basic emotions from
a psychological educational perspective is examined more closely in this
study.
During this study the basic emotions according to Plutchik {1980) that
determine the emotional school readiness of the school entrant, were
identified. On account of new insights gained, the researcher designed a
school readiness evaluation list of her own according to Plutchik's (1980)
basic emotions. This list can serve as a guideline for the evaluation of
emotional school readiness.
An empirical study was undertaken to determine whether a number of
experimental subjects {children) were ready for school or not.
Emotional deficiencies were identified by means of the emotional school
readiness evaluation list, whereafter diagnostic and therapeutic techniques for
the emotional preparation of children were briefly discussed. Educational
psychologists can use these diagnostic and therapeutic techniques as an aid
to address emotional deficiencies, which may impede the emotional school
readiness of children. / Educational Studies / M. Ed. (met spesialisering in Voorligting) Read more
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Riglyne vir 'n perseptueel-motoriese intervensieprogram om die leergereedheid van Graad-R-leerders te verhoog / Myrtle ErasmusErasmus, Myrtle January 2012 (has links)
The challenges of backlogs experienced amongst Grade R-learners, results in learners not
being school and learning ready when entering Grade 1. Obstacles for example are
insufficient stimulation, under developed perception, and poor gross and fine motor skills,
require early intervention and ought to receive attention in Grade R. From the socialecological
perspective and taking into consideration the great amount of learners in South
Africa originating from deprived environments, the study is focused in the domain of the
Social Deprivation Theory. The bio-ecological context within which learners find themselves,
influence the cognitive and perceptual development of every learner. Epistemologically the
study focuses on the similarity between Critical Theory and Interpretivism. Critical Theory
highlights the meaning of experience as manifested in relation to social circumstances and
developmental background. Interpretivism in this study focuses on the meaning which
individuals attach to their experiences in the spotlight and results in greater understanding
and insight of the researched phenomenon. Circumstances of deprivation occur worldwide,
even in developed countries like United States of America (USA) and England. Already for
decades in USA young children gain in their development through intervention in early
childhood (Ludwig & Phillips, 2007). Duncan and Brooks-Gunn (2000) identified a relation
between child poverty/deprivation and poor school performance in the USA. Research in
England (Thompson, 2000) shows that the impact of social neglect of children have serious
consequences.
The National Education Policy Act (Pandor, 2008; SA DvO, 1997:2) uses Early Childhood
Development (ECD) as an umbrella term which refers to the development processes
whereby children physically, intellectually, emotionally, spiritually, morally and socially grow
and develop from birth to the age of nine years (SA, DoE, 1995, White paper 5,). The kind of
education learners receive in Grade R is crucial to their further development in the education
system (Van Zyl, Le Roux & Janse van Rensburg 2011, DvO, 1997:2). Learners lacking an
adequate foundation may experience difficulties throughout their school career. In South
Africa there is concern as to the standard of education and training, manifesting in a low pass
rate on Grade 12-level.
This study is undertaken to determine the current shortages in the South African educational
system which may hinder the learning potential of Grade R-learners. An attempt is made to
determine which handicaps/backlogs Grade R-learners experience, which fits the framework
of the deprivation theory, which can undermine learner readiness. This study determine
whether intervention by means of a perceptual-motor skills programme can enhance the school readiness of pre-school learners. Finally to determine which shortages/ backlogs
exists in the perceptual-motor skills of Grade R nlearners from deprived backgrounds in
South Africa. Guidelines for a perceptual-motor intervention program was developed through
this study. A combination of quantitative and qualitative data-analysis is used in this study
(Onwuegbuzie, Johnson en Collins, 2009).
The dissertation is compiled in article format. In the first article of the study, the issues of
teacher development and support mechanisms and equipment at primary schools and
kindergartens are explored. Qualitative and phenomenological research was undertaken and
information was gathered by means of questionnaires directed at teachers. In the following
article the school readiness of 48 Grade R-learners from deprived backgrounds were tested.
The research participants came from similar sosio-economic background, from quintile one
and two schools. Seeing that those were the only primary schools with Grade R classes in
that area, they were identified on behalf of their availability. In this study the data was
analysed and descriptive statistics (means, averages, standard deviations, minimum and
maximum values, percentages) and t-tests were used to determine variations in terms of
perceptual motor skill development and learning readiness.
An experimental group of 21 Grade R learners followed a 10 week long perceptual-motor
skills intervention programme. In the follow-up school readiness test (article 3), results
indicated that the intervention showed a positive response with regards to the school
readiness of the Grade R learners. Drawing to a conclusion (article 4), the intervention
programme is critically discussed and recommendations were made to all those concerned
with Grade R teaching (teachers, principals, Departments of Education).
The conclusion according to the results of the research shows that the intervention had a
positive effect on the school and learning readiness of this group of Grade R learners. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2012 Read more
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Připravenost dětí v oblasti grafomotoriky na vstup do základní školy / Level of graphomotor skills of preschool children before entering elementary schoolDousková, Eliška January 2012 (has links)
There are currently increasingly debated issues of entering the schooling, especially in the terms of levels of preparedness to enter the first grade and the school's requirements on the first- graders. This is due to a large number of often complex changes which the entrance into the first grade means for the children and their families. It is the best for the first-graders do all these changes without undue frustration, it is necessary that their physical, mental and neural development and readiness were on sufficient level. Because of extensiveness of this topic, only the part of it was selected for this thesis, as its name says: The level of graphomotor skills of preschool children before entering elementary school. The area of graphomotor skills is presented in the context of writing skills throughout this thesis. The legislative definition of compulsory school attendance and the issue of writing as an essential part of literacy is covered within the theoretical part. The topic of entry into the first grade and the school preparedness of children are explained. The area of graphomotor skills in the terms of the development, in the terms of relation to the coarse and fine motor skills, laterality and external conditions which affect graphomotor skills is covered in detail. The significance... Read more
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