Förskolepersonalens lednings- och ansvarsroller har förtydligats i samband med nya statliga riktlinjer och en ny läroplan, reviderad (2018) då förskolepersonal med olika befattningar visat svårigheter att uppfylla förskolans läroplan, mål och uppdrag. Tolkningen av det nya uppdraget varierar från förskola till förskola. Därför är det viktigt att undersöka hur förskolepersonalen uppfattar de förändringar som skett sedan förskolans läroplan (2018) blev det nuvarande styrdokumentet. Ett ämne som är både relevant och viktigt att undersöka. Studien bygger på tre frågeställningar. Hur rektorer, förskollärare och dagbarnvårdare uppfattar sitt uppdrag i relation till förskolans förändrade uppdrag i läroplanen. Den andra frågan problematiserar vilka förändringar i fråga om ledning och ansvarsfördelning av verksamheten uppfattas av rektorer, förskollärare och dagbarnvårdare som skett i förskolans praktik. Den sista frågan utgår från hur rektorer, förskollärare och dagbarnvårdare uppfattar fördelningen av undervisningsansvaret och hur förändringar har påverkat hur personalen tolkar förskolans processkvalitet och undervisning i praktiken. Utgångspunkten för studien är systemteori, som tittar på helheten, relationer, sammanhang och mönster. Ledarskap ur ett systemteoretiskt perspektiv undersöker motsättningar mellan teori och praktik, mellan vad som sägs och görs. Studien genomfördes med kvalitativ ansats och genom semistrukturerade intervjuer med förskolepersonal inom ett urval av förskolor. Den första frågan i resultatet utgår från förskolepersonalens tolkning av uppdraget kopplat till "tydligt uppdrag", "undervisning" och "ansvarsroller". "Uppdraget" uppfattas tydligt. "Undervisning" och "ansvarsroller" tolkas olika av förskolepersonal men förskollärares ansvar har förtydligats. Arbetslagets ansvar anses nu utföras tillsammans och dagbarnvårdarens titel ska skrivas ut i förskolans läroplan. Den andra frågan utgår från ledarskap och ansvarsroller i praktiken och förknippas med temat "ledarskap", "ansvarsroller" och "jämställdhet". Ledarskapet beskrivs som komplext och anpassat utifrån behov och situationer. Det tredje numret utgår från processkvalitet och undervisning med temat "gemenskap" och "jämlik samverkan". Tre olika perspektiv på ledarskap synliggörs mellan yrkeskategorierna. Resultatet av studien och analysen diskuteras utifrån tidigare forskning om hur förskolepersonal tolkar uppdraget, hur ledar- och ansvarsroller utövas i praktiken samt undervisnings- och processkvalitet. I studien illustrerar slutsatsen hur ledarskap, ansvarsroller, processkvalitet och undervisning tolkas och tillämpas i förskolan, och det bidrar till kunskap om hur kvalitet och måluppfyllelse mot uppdraget utförs i förskolans praktik. Sökord: pedagogiskt ledarskap, ledarskap, ledning, kvalitet i förskola, förskola, ansvarsfulla roller i förskola, lärande, förskollärare, processkvalitet i förskola, utbildning och kompetens, läroplan, förskoleplan / The preschool staff's management and responsibility roles have been clarified in connection with new state guidelines and a new curriculum, revised (2018) as preschool staff with different positions have shown difficulties in fulfilling the preschool curriculum, goals and assignments. The interpretation of the new assignment varies from preschool to preschool. Therefore, it is important to examine how the preschool staff perceives the changes that have taken place since the preschool curriculum (2018) became the current governing document. A topic that is both relevant and important to investigate. The study is based on three issues. How principals, preschool teachers and childminders perceive their assignment in relation to the preschool's changed assignment in the curriculum. The second question problematizes what changes in terms of management and division of responsibilities of the activities are perceived by principals, preschool teachers and childminders that have taken place in preschool practice. The last question is based on how principals, preschool teachers and childminders perceive the distribution of teaching responsibilities and how changes have affected how staff interpret the preschool's process quality and teaching in practice. The starting point for the study is systems theory, which looks at the whole, relationships, context and patterns. Leadership from a systems theory perspective examines contradictions between theory and practice, between what is said and done. The study was conducted with a qualitative approach and through semi-structured interviews with preschool staff within a selection of preschools. The first issue in the result is based on the preschool staff’s interpretation of the assignment associated with “clear assignment”, “teaching” and “responsibility roles”. The “assignment” is clearly perceived.“Teaching” and “responsibility roles” are interpreted differently by preschool staff but preschool teacher’s responsibilities have been clarified. The responsibility of the work team is now considered to be carried out together and the childminders title should be written out in the preschool curriculum. The second issue is based on leadership and roles of responsibility in practice and is associated with the theme “leadership”,“roles of responsibility” and “equality”. Leadership is described as complex and adapted based on needs and situations. The third issue is based on process quality and teaching with the theme “community” and“equal collaboration”. Three different perspectives on management are made visible between professional categories. The results of the study and analysis are discussed based on previous research on how preschool staff interpret the assignment, how leadership and responsibility roles are exercised in practice, as well as teaching and process quality. In the study conclusion illustrates how leadership, responsibility roles, process quality and teaching are interpreted and applied in preschool, and it contributes to knowledge about how quality and goal fulfillment towards the assignment is performed in preschool practice.

本研究採用分層隨意抽樣的量化問卷調查方法，以台北市立案之私立幼兒園之園長為對象，以三成作抽樣比例，先以電話聯絡園所，經園所同意後，再採郵寄問卷方式，輔以電話催收，共選取173所私立幼兒園。研究工具包括下列四部份：1.幼兒園組織特性調查表；2.研究者（2011）編製之市場導向量表；3.研究者（2011）編製之核心競爭能力量表及4.徐聯恩、劉蓁（2006）發展之幼兒園品質量表。 研究結論有五: 1. 台北市私立幼兒園園長覺知之市場導向、核心競爭能力均在中高程度，其覺知之幼兒園品質亦多屬於中高程度。 2. 台北市私立幼兒園園長覺知之市場導向、核心競爭能力與幼兒園品質不會因幼兒園園長專業背景及幼兒園經營型態等組織特性而呈現差異存在，但會因其餘組織特性（園長年齡、園長教育程度、園長幼教服務總年資、任職本園年資、任職本園園長年資、幼兒園成立歷史、幼兒園規模、幼兒園生師比）之不同而存在差異。 3. 台北市私立幼兒園之市場導向、核心競爭能力與幼兒園品質之間具有顯著正相關。 4. 台北市私立幼兒園之市場導向及核心競爭能力可以預測幼兒園品質。 5. 台北市私立幼兒園之市場導向可藉由核心競爭能力的完全中介作用，間接正向影響幼兒園品質。 / This study adopts questionnaire survey method. A total of 173 usable questionnaires were collected from 173 administrators of private preschools in Taipei City. The measurement tools are fourfold: 1. preschool organization characteristics; 2. Chung (2011) market orientation scale; 3. Chung (2011) core competition scale and 4. Hsu and Liu (2006) preschool quality scale. The main conclusions of this study are fivefold: 1. Administrators of private preschools in Taipei City have high perception towards market orientation, core competition and quality of preschool. 2. Within Taipei City private preschools there are no significant differences, neither due to the administrator’s professional background nor the type of preschool. There are however, significant differences due to other organizational characteristics such as the administrator’s age, their level of education and administrative experience, the perpetuation and size of the school, and the student to teacher ratio. 3. Significant positive correlation existed among market orientation, core competition and quality of private preschool in Taipei City. 4. Market orientation and core competition can predict quality of private preschool in Taipei City. 5. Core competition did have the significant mediated effects of market orientation on quality of preschool.

Syftet med min studie var att synliggöra hur pedagogerna formar en god läromiljö i stora barngrupper. Jag ville få en klarhet i hur pedagogerna förhåller sig till, och upplever arbetet med att tillgodose barns utveckling och lärande. Jag genomförde fem kvalitativa intervjuer med förskollärare i en liten kommun, där jag riktade mig mot förskolor som hade en barngrupp med mer än 15 barn. Resultatet av min studie visade att informanternas svårigheter var att hinna med arbetet både mot läroplansmålen men också att hinna tillgodose varje barns behov i stora barngrupper och att barn påverkas olika; behoven skiljer sig från barn till barn. Informanternas arbetssätt utgår från barngruppens sammansättning, och barns olika behov. Samtliga informanter som var med i studien var eniga om att barngrupperna är för stora idag. Deras önskan var att ha max 15 barn i gruppen. För att på ett bra sett tillgodose alla barns behov och att barnen skall bli sedda, var informanternas strategi att dela in barnen i små grupper när möjligheten fanns. Samtliga informanter tryckte på att tryggheten var viktig att jobba med i deras verksamhet. Svårigheten var att hinna se alla barnen, då fokus hamnade på själva gruppen och att få ihop dagen med alla vardagliga rutiner som skall göras. / The aim of my study was to find out how pedagogical views affect their work in large children groups. Furthermore, I wanted to know how the pedagogues organize a good learning environment to provide for children´s development and learning. I conducted five qualitative interviews with preschool teachers in a small municipality, where I aimed for preschools that had a children group with more than 15 children. The results of my study showed that the difficulties of informants were to work with both the learning objectives, and also to meet the needs of every child in large children's groups and that children are affected differently; the needs differ from child to child. The informants' approaches are based on the composition of the children's group, and the different needs of children. All informants who participated in the study agreed that the children's groups are too big today. Their wish was to have a maximum of 15 children in the group. In order to properly accommodate the needs of all children and the children to be seen, the informants' strategy was to divide the children into small groups when the opportunity was available. All informants stressed that safety was important to work in their business. The difficulty was to see every child, as the focus was on the group itself and getting the day together with all the everyday routines needing to be done.

According to the United States Department of Education, approximately 4,172,347 four year olds are eligible to attend publicly funded preschool programs. Of this number, only 1,709,607 of those eligible are enrolled in a publicly funded preschool program (U.S. Department of Education, 2014). Because of a lack of quantitative and qualitative data regarding parents' positive and negative attitudes and beliefs about preschool, misconceptions arise regarding parental decisions to support or not to support their child's academic, social and emotional development prior to kindergarten. In a large urban district in the southeastern part of the United States, this qualitative phenomenological study investigated the perceptions of 12 parents, six of whom elected and six of whom did not elect to send their children to preschool, and the lived experiences that contributed to those decisions. Unanswered questions linger about why so few children attend preschool. Further, the study examined the relationship between parent attitudes and beliefs about preschool and whether or not their lived experiences contributed to their perceptions of the values of preschool. The conceptual framework for this study was based on Glasser's (1998) concept of an individual's quality world. Data were collected from initial and follow up interviews. Moustakas' (1994) modified van Kaam (2011) method was used to analyze the data, including listing and preliminary grouping, reduction and elimination, clustering and thematizing, and for a final identification of the invariant constituents and themes. Findings from the study revealed that participants encountered both positive and negative experiences that contributed to their decisions about preschool. Participants also believed that academic readiness skills, social emotional development, and parental involvement were values of preschool. / Ed. D.

Šiuo metu plačiai diskutuojama apie ikimokyklinio ugdymo įstaigos pokyčius bei rezultatus. Didelė ugdymo programų įvairovė. Todėl didelis dėmesys skiriamas ugdymo kokybės užtikrinimui, diegiama patikima ugdymo turinio vertinimo sistema. Vis didesnis dėmesys skiriamas ugdymo programų kūrimui, netradiciniams ugdymo metodams, tame tarpe ir M. Montessori pedagoginei sistemai. Tačiau dar neatskleista priešmokyklinio ugdymo turinio kokybės samprata M. Montessori pedagoginėje sistemoje. Šio baigiamojo darbo tikslas – atskleisti priešmokyklinio ugdymo turinio kokybės sampratą M. Montessori pedagoginėje sistemoje. Tyrimo objektas: Priešmokyklinio ugdymo turinio kokybės samprata. Tyrimu siekta: 1. Apibrėžti priešmokyklinio ugdymo turinio sampratą remiantis „laisvojo ugdymo paradigma“. 2. Atskleisti priešmokyklinio ugdymo turinio kokybės ypatumus. 3. Išskirti priešmokyklinio ugdymo turinio kokybės kriterijus M. Montessori pedagoginėje sistemoje. 4. Identifikuoti priešmokyklinio ugdymo turinio kokybės kriterijų raišką M. Montessori pedagoginėje sistemoje. Tyrimo rezultatų pagrindu suformuluotos tyrimo išvados: Priešmokyklinio ugdymo turinio kokybei M. Montessori pedagoginėje sistemoje ypatingą reikšmę turi vaiko amžių atitinkanti ugdomoji aplinka ir priemonės. Priemonės skiriamos individualiems gebėjimams lavinti. Priešmokyklinio ugdymo turinio kokybę sąlygoja ugdytojo - santūraus stebėtojo, tyrinėtojo, kuris stengiasi nesikišti į vaiko veiklą samprata. Įgyvendinant ugdymo turinį... [toliau žr. visą tekstą] / The changes and the outcomes in the pre-school educational institutions are being widely discussed nowadays. The variety of the educational systems used is being of a wide scale. Therefore, a considerable attention is being admitted to the achievement of the educational quality and the introduction of the plausible evaluation system of the educational content. A growing attention is being paid to the development of the educational programs as well as to the unconventional educational methods and the Montessori education therein. The aim of this final paper: To define the conception of the quality of the pre-school educational content in the Montessori educational system. The object of the research: The conception of the quality of the pre-school educational content. The goals of the research: 1. To define the conception of the pre-school educational content on the basis of the “free education paradigm”. 2. To reveal the peculiarities of the pre-school educational content quality. 3. To exclude the criteria of the pre-school educational content quality in the Montessori education. 4. To identify the manifestation of the qualitative criteria in the Montessori pre-school education. The following conclusions of the research can be inferred on the basis of the results: The educational setting and means corresponding the child’s age have a particular significance for the qualitative educational content of the Montessori pre-school education. The means attributed to develop the... [to full text]