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The theoretical part of the thesis deals with the determination of the development characteristics of the period from the age of three to eight (i.e. pre-school and younger school age). The principal focus is on the issue of school maturity, the possibilities of its diagnosis and the pupils' adaptation to the first year of primary school. The empirical part introduces a quantitative research focused on some diagnostic methods (the Orientation Test of School Maturity - Orientační test školní zralosti, the Knowledge Test of Pre-school Children - Zkouška znalostí předškolních dětí and The Star - Wave Test) and the possibility of using these methods for predicting a child's adaptation to the first year of primary school. The thesis aims to examine how these methods could be used and also to show the possible limits related to using these methods. Keywords: school maturity, diagnostics, postponement, preschool age, primary schoool matriculation, adaptation

Orientador: José Luís Sanfelice / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T13:56:50Z (GMT). No. of bitstreams: 1 Penteado_AnaElisadeArruda_D.pdf: 7431436 bytes, checksum: 232078268a09600b1118e67d17adc6c2 (MD5) Previous issue date: 2010 / Resumo: Esta pesquisa buscou historiar a Escola Comunitária de Campinas, que nasceu, em 1977, do esforço conjunto de um grupo de pais, coadjuvado por um grupo de professores - todos dissidentes do tradicional Colégio Progresso Campineiro -, unidos em torno de um ideal comum: a defesa de um projeto educacional de cunho humanista, que visava à formação integral do homem, como um ser crítico e participativo, ao cultivo de valores sociais e à promoção da autonomia do educando frente à construção do seu próprio conhecimento. Esse projeto fora abruptamente interrompido no Colégio Progresso, onde vinha sendo desenvolvido desde que a renovação educacional foi lá encetada nos anos de 1960, gerando uma crise sem precedentes em sua história. Embora essa crise seja tomada como o marco do nascimento da Escola Comunitária, um mergulho em suas origens, entretanto, fez-me ver que essa instituição escolar começou a ser gestada muito antes, durante esse processo de renovação. O percurso trilhado desde então até a materialização da Escola Comunitária de Campinas, e o modo como ela foi instituindo sua identidade, é o tema do presente trabalho. Esse percurso será analisado à luz do método histórico-crítico, que busca relacionar as especificidades do particular ao contexto mais geral no qual essa Escola foi engendrada. / Abstract: This research aimed at writing the history of the Escola Comunitária de Campinas, which was set up, in 1977, from the collective effort of a group of parents, helped by a group of teachers - all dissidents of the traditional Colégio Progresso Campineiro -, united by a common ideal: the defense of an educational project of humanistic feature, whose main goal was the total formation of man, as a critical and participant being, in the cultivation of social values and the promotion of the autonomy of the student facing the construction of his/her own knowledge. That project was abruptly interrupted in the Colégio Progresso, where it had been developed since the educational renewal was started there, in the 1960's, causing an unforeseen crisis in its history. Although that crisis was considered the birth mark of the Escola Comunitária, a plunge into its origins, however, has made me see that this educational institution began to be developed long before, during that process of renewal. The path taken since then, up to the materialization of the Escola Comunitária de Campinas, and the way it has been building its identity, is the theme of this paper. That path will be analyzed in view of the historical-critical method, which tries to relate the specificities of the particular to the most general context in which that School was engendered. / Doutorado / Historia, Filosofia e Educação / Doutor em Educação

Avhopp från gymnasiet får konsekvenser både för den enskilde personen och för samhället. På samhällsnivå blir det sämre skatteintäkter och ökade sociala kostnader. En person som inte fullföljer gymnasieskolan idag får dessutom svårare att ta sig in på arbetsmarknaden, vilket kan leda till långvarigt utanförskap. Syftet med denna studie är att analysera orsakerna till vad det är som gör att våra respondenter, unga vuxna mellan 20-25 år, saknar gymnasieexamen och vad deras motivation är till att börja studera igen. Våra forskningsfrågor handlar om personer som saknar gymnasieexamen, anledningen till att de är tillbaka i studier igen och deras åsikter om vilka följderna blir när man saknar fullständig gymnasieutbildning. Vi kontaktade vuxenutbildningen för att hitta intervjupersoner och genomförde fem stycken intervjuer. Vi har gjort vår analys ifrån teorierna Careership som Hodkinson och Sparkes har formulerat samt Linda Gottfredsons teori om begränsningar och kompromisser. Resultatet visar att den vanligaste orsaken till att våra informanter saknar gymnasieexamen är felval men vi ser även andra orsaker. Majoriteten av informanterna hade någon i sin närhet som motiverade dem tillbaka till studier igen. / Dropping out of school has implications both for the individual person and of society. At the community becomes poorer tax revenue and increased social costs. A person who does not complete upper secondary school today gets more difficult to enter the labor market, which can lead to long-term exclusion. The purpose of this study is to analyze the causes of what it is that makes our respondents, young adults aged 20-25 years, have no upper secondary school and what their motivation is to start studying again. Our research questions are about people who have no upper secondary school, the reason they are back in studies again and their views on the consequences when one lacks full upper secondary school. We contacted adult education to find interview subjects and conducted five interviews. We have done our analysis from the theories Careership Hodkinson and Sparkes has formulated and Linda Gottfredson's theory of circumscription and compromises. The result shows that the most common reason why our informants have no upper secondary school is the wrong choice, but we also see other reasons. The majority of the informants had someone close that motivated them back to study again.