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Horáček, Radek. "Nursery school." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2014. http://www.nusl.cz/ntk/nusl-226657.
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Subject of my master’s thesis is to make project documentation for new building of nursery school. The building is single-storey, without basement and its capacity is 60 children divided into 4 classes. As foundation system of the building are used foundation strips. Floor plan of the building is irregular, main buildings orientation is to the south. Building is covered partially by a flat roof and partially by a truss roof.
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Chow, Tse-yan. "An ideal place for pre-schooler." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954581.
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Rayner, Janet Ailsa. "A dental health education programme for nursery school children." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/27240.
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The purpose of this controlled investigation was to test the effectiveness of three dental health programmes designed to improve oral cleanliness and gingivitis in groups of 3-4 year old nursery schoolchildren. A total of 349 children completed the study. The children were divided into 4 groups; a control group that received no dental health education and three experimental groups. One of these groups received daily toothbrushing instruction at school, a second group also took part in the school based brushing but in addition their parents were given dental health education at home. The third group of children received the home based dental health education only. Following baseline measurements, the dental health education programmes continued for about 5 and a half months when the children were re-examined. The programmes then ceased over the 6 week period of the summer vacation and the children were again examined on returning to school. A dental health education programme was deemed to have been successful only if there was no statistically significant and clinically important relapse in oral cleanliness and gingivitis at the third examination. There was a relapse in the oral hygiene of the school brushing only group during the summer holiday but oral cleanliness and gingivitis had not relapsed in the two groups of children whose parents had received dental health education at home. A cost benefit analysis (effort effectiveness) showed that of these two programmes, the programme that consisted of home based dental health education only cost the least for a unit improvement in oral cleanliness and gingivitis. A questionnaire was used to record parents' attitudes towards toothbrushing practices at home. Children whose parents always helped them with toothbrushing had cleaner mouths and less gingivitis than children who always brushed their teeth by themselves. It is concluded that dental health education, which included home visits, was more effective than daily supervised toothbrushing at school in improving and maintaining oral health in pre-school children and that parents should be encouraged to help young children with toothbrushing at home. Such an approach demands considerable resources and may only be suitable for groups of children with special needs.
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Gross, H. "Social interaction and play in the deaf nursery school." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380087.
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Cooper, Harriet. "An evaluation of Forest School for nursery aged children." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55079/.
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Forest School promotes a child-led approach to education, through frequent learning in an outdoor woodland area. It was developed in the United Kingdom based on the early years practices employed in Denmark. The existing research has begun to generate some evidence of the positive outcomes of Forest School. There appears to be growing confidence in Forest School that is primarily based on non- experimental qualitative research. Therefore, the current research aimed to evaluate the impact of Forest School for nursery aged children, using experimental, outcome-focussed evaluation methods. The study utilised a pragmatic approach, employing a sequential mixed methods study design; the primary focus being the quasi-experimental element of the design, that included 11 children in both the experimental and control groups. The specific research outcomes were developed in collaboration with nursery staff using focus groups, thus, questionnaires were developed to measure social and emotional well-being and communication, pre- and post-intervention. This data is complemented by three case studies of children that participated in Forest School; analysed and presented using activity theory. The quantitative results indicate that both the control group and experimental group made significant gains in social and emotional well-being and communication, suggesting that Forest School did not have a significant effect. The qualitative data, however, highlighted a range of outcomes and provided interesting information regarding the mediating factors which influence the children's Forest School experiences. The possible reasons for the quantitative outcomes are discussed, including the unique ethos and general outdoor practices used at the nursery setting in which the research took place. The data has also been considered in relation to the methodological weaknesses, such as diffusion of treatment, which may account for the disparity between the data and previous research. Although it cannot be concluded that the Forest School had a significant impact on the children that engaged in the sessions, the current research suggests that the use of general outdoor learning practices and teaching by Forest School trained staff had a positive impact on the social and emotional well-being and communication for all children.
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Schmidt, Andrea. "Die Pädagogik der cooperative nursery schools die Winchester Cooperative Nursery School - Vorbild für eine erfolgreiche Erziehungs- und Bildungspartnerschaft zwischen Elternhaus und Schule." Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/991169719/04.
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McWilliam, Donna M. "A study into the discussion skills of nursery school children." Thesis, University of Strathclyde, 1999. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21438.
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The research comprised of three studies which examined the discussion skills of preschool children in different contexts. The first study was concerned with how frequently pre-schoolers could use complex linguistic strategies (such as giving justifications) in conflict situations, and in relation to gender, class and play activity. The second study was very similar to this but examined how complex speech acts were produced in a co-operative context. It was found that children could produce complex language relatively frequently in both conflictual and co-operative contexts. No substantial sex differences were recorded for the complexity of speech acts used but there were significant variations noted for class in Study 1, with children from the privately run nursery showing greater linguistic competence than their state-school peers. Play activity had a marked effect on the type of dialogue produced. Skilful language was associated with symbolic play whereas sand & water activities and individual pursuits were characterised by predominantly simple speech. The final study primarily built-upon the results obtained in Study 2 which had revealed that one specific pattern of dialogue often led to the production of complex speech. In order to further improve this output, this Particular pattern of speech was encouraged via a scaffolding procedure. This was successful in increasing the amount of individual complex speech strategies produced, but was less effective in frequently eliciting the required dialogue pattern. Overall, it was demonstrated that preschool children were linguistically more competent than many theorists or educational guidelines have suggested. Moreover, it appears that young children are able to engage in complex speech in both conflictual and co-operative situations, although it was also shown that the type of play activity may influence these discussion skills.
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Tärngren, Susan. "Is There Room for English in Swedish Nursery Schools? : A study of teachers’ opinions regarding an introduction of the English language in Swedish nursery schools." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-269231.
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The purpose of this study was to discover what nursery teachers thought about an introduction of English to Swedish nursery schools, whether they had seen children showing an interest for the English language and if so how they had reacted. Theories and research used in the analysis of the results were amongst others the sociocultural theory of learning and the critical period hypothesis. Qualitative semi-structured interviews of four nursery school teachers was the method chosen. The results showed that the teachers felt that an introduction of English could be easily implemented if it were to be unofficial, fun and voluntary and not by force through an addition to the curriculum. The teachers felt that it was currently not part of their job as it was not included in the curriculum. The teachers thought the children could have positive outcomes in their English language development if introduced to English in nursery school. The teachers thought that the main hindrances in introducing English would be due to staff competence in the English language and a possible problem in children’s Swedish language development, mainly in children learning Swedish as a second language. The teachers had seen various instances where children had expressed an interest in the English language, for example in role-play, at mealtimes and at song time. They had acknowledged this interest by asking to hear the children use English, translating English words into Swedish and by expanding the amount of English used in the children’s day to day life at nursery school.
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Lockett, Andrew. "A contextual orientation to assessing the special educational needs of pre-school children." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338242.
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LICHENE, CLAUDIA. "Promoting Scientific education in early childhood: a research in a nursery school." Doctoral thesis, Università degli studi di Pavia, 2019. http://hdl.handle.net/11571/1246629.
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European and international research shows how the child has an attitude, in relation to the knowledge of the natural world, characterized by curiosity and free exploration. My research refers to the theoretical contribution of Dewey (1933, 1938), Vygotsky (1956), Bruner (1976), psychoanalysis regarding the psychic processes at the base of curiosity and to the experience of Susan Isaacs (1930, 1933) at the Malting House. The approach of ‘promoting from within’ as a useful reference for designing and setting up adult intervention aimed at promoting the development of a scientific attitude. The main objective of the research is to highlight the conditions (space, material, adult approach) which best promote a scientific attitude in children. I collected the data through videotapes,and observation protocols and I elaborated two analysis grids: one related to the epistemic conduct of the children and the other concerning the strategies and functions of the adult.
A first analysis of audio and video recordings highlighted the different ways in which the child approaches the materials, explores and gets to knows them and the effects of different adult intervention approaches on children's scientific attitude. In particular, the analysis highlighted some interesting aspects suggesting that an adult approach based on participatory intervention strategies (promoting from within and ending conversation) allows the development of a scientific attitude in terms of the acquisition of critical thinking.
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Moore, Elizabeth Frances. "Exploring record-keeping and the use of micros in the nursery school and class." Thesis, Open University, 1988. http://oro.open.ac.uk/57259/.
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The investigations which follow are exploratory in the sense that the topic is new and not that the methodology itself is innovatory. The new research topic relates to innovation in both in-service education and nursery practice with the starting point being that micro-based systems of database management and word-processing may contribute to nursery record-keeping in the 1990's. Such a micro-based system was introduced as part of an experimental intervention with a sample of classrooms. This could be seen as pre-feasibility work towards the development of an "expert system" to help nursery staff with future curriculum development, implementation, and record-keeping. The research question is: how might nursery record-keeping develop in the future, and in what conditions, and with what support? Factors associated with most successful outcomes in the experimental intervention were small nurseries, attendance of a full age-range of children, good quality curriculum, clearly differentiated staff roles, and prior record-keeping. (All classrooms were able to complete many procedures and were to some extent "successful".) A comparison was made of nursery records developed, by staff, during the micro experiment with those obtained from a national survey: there was a difference in that the micro-based records were more detailed. Analysis of individual participant responses also indicated that change in record-keeping practice took place during the intervention. A survey of the views of the experimental participants and a comparison group of nursery staff found that both groups expressed a willingness to work outside set hours to aid the introduction of micro-based record-keeping. However, the experimental group had given more thought to uses for micros in their classrooms. When the responses of nursery assistants and teachers were analysed separately, assistants were found to be less in favour of record-keeping and using micros in nurseries. Investigations, in the study as a whole, encompass a survey of under fives record-keeping throughout Britain and a detailed study of the keeping of official records in two contrasting LEA's. There are also critical reviews of relevant literature, the methods used for the investigations, and a final discussion of key themes.
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Murphy, Michele P. "Colour choice and exploratory behaviour in the easel painting of nursery school children /." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsm978.pdf.
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Geltman, Elise. "Determining outcomes and improving effectiveness : an outcome study of the East Bay Agency for Children's Therapeutic Nursery School : a project based upon an investigation at the East Bay Agency for Children's Therapeutic Nursery School, Oakland California /." View online, 2008. http://hdl.handle.net/10090/5949.
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Rodrigues, Cecile Soriano. "Dietary guidelines, sugar intake and caries increment : a study in Brazilian nursery school children." Thesis, Queen Mary, University of London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267833.
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Roan, Bi-Sho. "A Comparative Study of Children's Intensity of Task-Involvement in a Selected Nursery School." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331217/.
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The problem of this study was a comparison of young children's intensity of task—involvement in child—selected activities. A group of 23 children, four to six years of age, was selected as the subjects from a university affiliated child development laboratory school. These children were observed during child-selected activities for five consecutive weeks. The instrument utilized to collect the data was the Intensity Of Involvement Scale, composed of seven categories of intensity from "Unoccupied" to "Complete." To obtain reliable data, two observers were involved in the observation and a carefully planned procedure of observation was followed accurately. The comparison of children's intensity of task-involvement among child-selected activities, using statistical methods of mean and standard deviation, yielded a similar result among various groups of children. The learning centers in which children were involved most intensely were water play, family living, manipulative, and art centers. The children, however, were involved in the reading, block, and writing centers less intensely. In comparing children's intensity of task-involvement between age-groups and sex-groups, the analyses of two-way t-test revealed that age-differences were significant (p<.05) but sex-differences were not significant in children's overall intensity of task-involvement. Also, the results showed that the significance of differences in children's intensity of task-involvement in each child-selected activity depended more upon the age than the sex of children. In addition, individual differences in children's intensity of task-involvement were examined using mean, frequency distribution, and range. The finding was that children differed from one another in their degrees and variability of intensity of task-involvement in child-selected activities.
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Shahar, Naama. "Computerised environment as an impetus for encouraging reflective thinking : action research with nursery school teachers." Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251571.
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Österlind, Jill. "Resursanvändning angående tvåspråkighet i tre förskoleområden / Usage of Bilingual resources in three nursery school areas." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28008.
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Smith, Nanette. "Social and emotional development : an intervention programme for nursery children making the transition to the school playground." Thesis, Coventry University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342199.
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Spann, M. L. "Code-switching amongst bilingual (Punjabi-English) nursery school children : co-operation and conflict in relation to familiarity." Thesis, University of York, 1987. http://etheses.whiterose.ac.uk/9833/.
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Miller, VirgÃnia Moura. "Environmental education for sustainability sustainability environmental education: the paths of Nursery School Teacher Izaldino in Maceià - AL." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10948.
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This work entitled "From Environmental Education for Sustainability to the Sustainability of Environmental Education: the paths of the Nursery School Teacher Izaldino in Maceià - AL" aims to: a) analyze how the EE is being deployed in the Nursery School Teacher Izaldino â CEMI, and what guarantees that it be implemented with Sustainability b) register the actions of ongoing training in EE developed by the Municipal Education Office of Maceià â SEMED, and the Environmental Education Program Lagoa Viva - PEALV also in MaceiÃ, and propose suggestions that contribute to the realization of EE in municipal schools. The methodology is qualitative in nature, characterized by a case study. In order to construct the theoretical framework, we reviewed the literature which discussed the Environmental Crisis, the prospect of Sustainability, Sustainability and Education, the ideological character of EE, the process of institutionalization of EE in Brazil, the Absences and Emergencies in Education and in Educators Development. Following, we present the Environmental in Childhood Education. Subsequently, we introduce some of the history, goals and actions developed by PEALV as well as the story of CEMI, analyzing how it has educated for Sustainability, and with sustainability in its pedagogical project for promotion of EE with insertion and integration in the community where the school is located. We also reflect on the conceptions of EE and environment school community (administrators, teachers, auxiliary staff and studentâs parents), and noticed some contradictions, part of the respondents feature a naturalistic view of the Environment and a behaviorist conception of EE. However, this fact has not compromised the sustainability of EE implementation in school. We could verify that the basic principles of ecological literacy (partnership, interdependence, the cyclical nature which in education, can also be understood as the cyclical exchange of information, flexibility, and diversity) proposed by Capra (1996), are present in school community of CEMI, showing by this, that the school is on the right way for the construction of Sustainability, and also, for the construction of Sustainable Educational SpacesO presente trabalho intitulado ―Da EducaÃÃo Ambiental para a Sustentabilidade à Sustentabilidade da EducaÃÃo Ambiental: os caminhos da Creche Escola Mestre Izaldino em Maceià â AL‖ teve como objetivo: a) analisar como a EA està sendo implantada na Creche Escola Mestre Izaldino - CEMI e o que garante que ela seja implantada com Sustentabilidade; b) registrar as aÃÃes de formaÃÃo continuada em EA desenvolvidas pela Secretaria Municipal de EducaÃÃo de Maceià â SEMED e pelo Programa de EducaÃÃo Ambiental Lagoa Viva â PEALV em Maceià e c) propor sugestÃes que contribuam para a efetivaÃÃo da EducaÃÃo Ambiental na rede municipal de ensino. A metodologia utilizada caracteriza-se como qualitativa, por um Estudo de Caso. Para a construÃÃo do referencial teÃrico fez-se uma revisÃo da literatura onde discutiu-se a crise ambiental, a perspectiva da Sustentabilidade, Sustentabilidade e EducaÃÃo, o carÃter ideolÃgico da EA, o processo de InstitucionalizaÃÃo da EA no Brasil, as AusÃncias e EmergÃncias em EducaÃÃo e FormaÃÃo de Educadores, e o Ambiental na EducaÃÃo Infantil. Seguiu-se apresentando um pouco da histÃria e objetivos e aÃÃes desenvolvidas pelo Programa de EducaÃÃo Ambiental Lagoa Viva - PEALV. Contou-se a histÃria da CEMI, analisando como ela tem educado para a Sustentabilidade e com Sustentabilidade no seu projeto pedagÃgico de promoÃÃo da EA com inserÃÃo e integraÃÃo com a comunidade onde a escola està inserida. Fez-se tambÃm uma reflexÃo sobre as concepÃÃes de EA e de Meio Ambiente da comunidade escolar (gestoras, professoras, auxiliares de serviÃos gerais e pais/mÃes de alunos/as) e percebeu-se algumas contradiÃÃes, em que certa parte dos(as) entrevistados(as) apresentam uma visÃo naturalista de Meio Ambiente e outra uma concepÃÃo de EA comportamentalista, mas isto nÃo tem comprometido a sustentabilidade da implementaÃÃo da EA na escola. Pode-se verificar que os PrincÃpios BÃsicos da AlfabetizaÃÃo EcolÃgica (a parceria, a interdependÃncia, a natureza cÃclica â que na educaÃÃo pode ser entendido como o intercÃmbio cÃclico de informaÃÃo, a flexibilidade, e a diversidade) propostos por Capra (1996), estÃo presentes na comunidade escolar da CEMI, mostrando com isto que a escola està no caminho correto para a construÃÃo da Sustentabilidade, para a construÃÃo de um EspaÃo de Educadores SustentÃveis.
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Mkandla, Vuyisile. "[In]between - Using environmental psychology for the early intervention of learning difficulties at Sunshine Nursery School, Hammanskraal." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78648.
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Early childhood development (ECD) centres in townships often face environmental challenges concerning the implementation of the rights of children with learning difficulties to receive an education at a school within their local community. These environments have an influence on the behaviour(s) of children that will later influence their role in society. It is essential that all children, regardless of their dis/ability are included in this foundational plan, which will offer them the opportunity to integrate into society with the same opportunities as their peers. Within the field of environmental psychology, environmental challenges hindering the development of children with learning difficulties include the spatial legibility of an environment as well as the efforts of spatial and object design to reduce the effects of environmental stress on the user.
The study examines the extent to which children aged five and six, with learning difficulties are able to interact with the physical environment of a mainstream ECD, specifically Sunshine Nursery School, Hammanskraal. The study further examines the implication that the design of the classroom environment might have on the individual developmental needs. The four crucial areas of child development: perceptual-motor, intellectual, social and emotional, are considered in examining the meaning of space and the classroom. A theoretical enquiry is undertaken to propose an effective learning environment for all children, in which their social and physical needs are met, regardless of their learning ability.Mini Dissertation (MInt (Prof))--University of Pretoria, 2020.
Architecture
MInt (Prof)
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Dohnalová, Martina. "Škola, základ života - Soubor školských staveb v Ostravě na Černé louce." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2014. http://www.nusl.cz/ntk/nusl-216052.
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The diploma thesis is focused on building a school institution using contemporary information and trends. The corresponding plot is located in Ostrava near Black Meadow, a historic centre, Ostravice river and recently arising housing complex New Carolina. Therefore this locality is becoming a suitable place for building the school institution. The main idea was to build a school not only for children but also for general public. The centre of the complex is a yard and a vestibule, which divides the building site into private spaces used solely by pupils of the school (classrooms, storage rooms, buffet...) and spaces open to the public (gymnasium, fitness centre, climbing wall, school cafeteria, art studio, library...). Due to these public places the school is “alive” even in the afternoons.
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Miles, K. G. "An exploration of the transition from nursery to primary school for children with autism spectrum conditions (ASC) : parents' perspectives." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573085.
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The increasing prevalence of Autism Spectrum Conditions (ASC) has led to a national response within the UK to implement ways of supporting children and families affected by these conditions. WIthin the field of education, current legislation has identified a need to consider how to incorporate parental views into policy and practice. Key transitions can be particularly stressful for children affected by ASC and their fam~s~owever, little research has explored the first major transition within the education system for children with ASC: starting school. This mixed methods sequential study explored parental experiences and perspectives of their child's transition from nursery to primary school. Based within one local authority, purposive sampling was used to select parents of children in their first year of formal school (reception year). In phase one, five parents shared their views through semi-structured interviews. The data were analysed using Interpretative Phenomenological Analysis (IPA), and three overarching themes were identified: 'being a parent of a child with ASC', 'relationships with professionals', and 'importance of early identification'. Phase two involved using the overarching theme 'relationships with professionals' to create a questionnaire consisting of a semantic differential scale. The questionnaire was distributed to more parents, and descriptive statistics were used to analyse responses. The quantitative results indicated that the majority of parents had overall positive transition experiences. A key implication of this study is for professionals to incorporate parental views into transition policies and practice for children with ASC. The questionnaire can be used in the future to evaluate practice, and measure parental satisfaction following the transition. Limitations of this study and recommendations for future studies are discussed.
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Katchinskaja, Marina. "Musik som redskap i arbetet med barn i behov av särskilt stöd : en kvalitativ studie om förskolepersonalens musikarbete." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1600.
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Santos, Núbia Aparecida Schaper. "Sentidos e significados sobre o choro das crianças nas creches públicas do Município de Juiz de Fora/MG." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5274.
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Fundação de Amparo à Pesquisa do Estado do Rio de JaneiroO objetivo desta tese consistiu em saber se os sentidos compartilhados e os significados construídos sobre o choro das crianças nas creches públicas do município de Juiz de Fora, durante as sessões reflexivas com as coordenadoras/diretoras, produzem espaços de reflexão teórica sobre as práticas capazes de criar uma prática de reflexão. Pelo tipo de problema formulado optei por trabalhar a perspectiva metodológica a partir do paradigma crítico de pesquisa, concretizado na modalidade de pesquisa crítica de colaboração, com enfoque sócio-histórico-cultural. Isto se justifica porque busco compreender o lugar do choro das crianças nas práticas das coordenadoras/diretoras, procurando identificar se a consciência das ações institucionalizadas pode produzir mudanças nas práticas no interior das creches. O corpus discurso da tese constitui-se de 10 sessões reflexivas, cujos dados produzidos foram organizados e analisados a partir da perspectiva teórico-metodológica dos Núcleos de Significação de Aguiar e Ozella (2006). O campo teórico está circunscrito no diálogo entre Vigotski, Bakhtin e Wallon. Isso porque estes autores contribuíram, sobremaneira, para a discussão sobre sentido, significado; linguagem e consciência, zona de desenvolvimento proximal, além do estudo da emoção, em especial, sobre a manifestação do choro da criança no contexto da creche. A arquitetura dos Núcleos de Significação revelou a necessidade de aprofundar questões relacionadas aos diversos olhares para o choro da criança; estratégias para lidar com o choro a partir da visão das coordenadoras/diretoras; o controle/descontrole/não controle do choro; a inter-relação do choro, da creche e da família e, finalmente, a reflexão teórico-prática como possibilidade de reverberação no cotidiano da creche. As análises confirmaram três premissas básicas: a) que a emoção constitui-se como o primeiro recurso de interação com o outro, que antecede a própria representação simbólica e por isso é valioso o aprofundamento deste assunto em cursos de formação; b) quando tornamos a cena vivida mais clara, essa clareza pode trazer elementos para outras possíveis intervenções, para outros possíveis diálogos sobre o choro da criança. A perspectiva de transformação pode acontecer exatamente no diálogo entre o cotidiano, a história e espaços de reflexão; c) que o fundamental, nos contextos de formação, é não focalizar apenas o conteúdo a ser transmitido sem possibilidade de reflexão sobre o próprio contexto a que se destina porque é pelo possível distanciamento e necessário estranhamento das práticas rotineiras, esporadicamente ou quase nunca questionadas, que a reflexão e a crítica se estabelecem.
The objective of this thesis is to find out whether shared feelings and constructed meanings for childrens crying in public nursery schools of the city of Juiz de Fora, during reflection sessions with coordinators/principals, produce theoretical reflection spaces on practices that may create a reflection practice. Based on the type of problem formulated, I chose to work the methodological perspective from a critical research paradigm achieved in the critical collaboration research modality with a social-historical-cultural focus. This is justified by the fact that I seek to understand the place childrens crying occupies in the practices of coordinators/principals, and try to identify if awareness of institutionalized actions can produce changes in a nursery schools internal practices. The thesis discourse corpus consists of 10 reflecting sessions; all resulting data was organized and reviewed from the Aguiar and Ozella (2006) Signification Nuclei theoretical-methodological perspective. The theoretical field is included in the dialogue among Vigotski, Bakhtin, and Wallon. This is because these authors have immensely contributed to the discussion on meaning, significance, language and conscience, the proximal development zone, as well as the study of emotion, especially on the manifestation of childrens crying in the context of a nursery school. The Signification Nuclei architecture revealed the necessity to go deeper into these questions relating to the different outlooks on childrens crying; strategies to deal with the crying from the view of coordinators/principals; the control/uncontrol/non-control of crying; the interrelation of crying, nursery school, and family, and finally the theoretical-practical reflection as a possibility to reverberate in a nursery schools everyday life. Analyses confirmed three basic premises: a) that emotion constitutes the first interaction resource with the other, which antecedes the symbolic representation itself and therefore it is of great value to go deeper into this subject in educational courses; b) that when we make the experienced scene clearer, this clearness can bring elements for other possible interventions, for other possible dialogues on childrens crying. The transformation perspective can happen exactly in the dialogue between everyday life, history and reflection spaces; c) that the fundamental aspect, in the context of education, is not to focus only on the context to be transmitted without the possibility of reflection on the target context itself, because it is through the potential withdrawal from and necessary strangeness of routine practices, sporadically or almost never questioned, that reflection and critique are established.
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Véghová, Renáta. "Škola, základ života - Soubor školských staveb v Ostravě na Černé louce." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2014. http://www.nusl.cz/ntk/nusl-216037.
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Bírová, Eva. "Škola, základ života - Soubor školských staveb v Ostravě na Černé louce." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2014. http://www.nusl.cz/ntk/nusl-216034.
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In my proposal, I decided to retain and continue with the winning project designed by the architectural office Maxwan, maintaining the planned cultural buildings and location of the new school complex on the bank of the river.
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Gallo, Robert. "Škola, základ života - Soubor školských staveb v Ostravě na Černé louce." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2014. http://www.nusl.cz/ntk/nusl-216051.
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The aim of the diploma thesis was to find right solution for building that represents school in complicated conditions of Ostrava"s city center. School stands on the border between the city and nature.
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Anrell, Forsell Marie. "Pedagogernas påverkan ur ett genusperspektiv : En kvalitativ studie om hur pedagogerna påverkar barnen ur ett genusperspektiv i förskolan." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2968.
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Syfte Syftet med denna studie har varit att observera pedagoger i förskolan avseende hur deras bemötande påverkar barnen ur ett köns-/genusperspektiv. Frågeställningarna som studien varit grundad på är: Bemöter förskolans pedagoger barnen i förskolan olika ur ett genus-/könsperspektiv? På vilket sätt är i så fall bemötandet olika? Hur är förskolans miljö uppbyggd ur ett genus-/könsperspektiv? Hur anser en förälder till ett barn som avviker från den traditionella könsnormen att deras barn har bemötts av förskolans pedagoger?
Metod Metoden har varit en kvalitativ undersökning där jag observerat några pedagoger på tre olika förskolor. Jag har också intervjuat en förälder till ett barn i förskolan som anser att hennes barn avviker från genusnormen. Jag har använt mig av olika genusteorier för att kunna analysera mina observationer och min intervju. Jag har också använt mig av tidigare jämställdhetsprojekt på andra förskolor då jag gjort min analys.
Resultat Resultatet visar att det finns ett fåtal skillnader i hur pedagogerna bemöter barnen i de olika förskolorna. Det finns inga verbala skillnader, alltså skillnad på ordval eller tonval då barnen tilltalas. De små skillnader som finns är i själva bemötandet, alltså hur barnen bemöts. Föräldraintervjun resulterade i ett solskensexempel på hur pedagoger kan arbeta på ett genusmedvetet sätt.
Purpose The purpose of this study has been to observe educationalists in the nursery school with attention to how their treatment affects the children from a sex-/gender perspective. The issues that the study has been based on are: Treats the nursery school's educationalists the children in the nursery school different from a genus-/sex perspective? In which way is the treatment different? How is the nursery school's environment edified from a genus-/sex perspective? How considers a parent to a child that deviates from the traditional sex standard that their children have been treated of the nursery school's educationalists?
Method The method has been a qualitative survey where I observed some educationalists on three different nursery schools. I have also interviewed a parent to a child in a nursery school that considers that her children deviate from the gender normative. I have used myself of different gender theories in order to analyze my observations and the interview. I have also used myself of earlier equality projects on other nursery schools than the ones I have used for analysis.
Results The result shows that there are few differences in how educationalists treat the children in the different nursery schools. There are no verbal differences, in other words difference on word choices or intonation choice when the children are addressed. There are small differences in how the children are treated, in other words how the educationalists behave when addressing the children. The interview with the parent resulted in an excellent example of how educationalists can work in a gender aware way.
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Söderberg, Zandra. "Genusmedvetenhet i förskolan : Pedagogers genusmedvetenhet i dagliga arbetsituationer inom förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9052.
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My purpose with this study is to examine whether or how teachers are gender-conscious in preschool everyday situations. That is, if they are aware of their attitude and treatment of work on gender and what gender concept has relevance for educators. In much of the practical literature that I read, it appears that many teachers are not aware of their responses and attitudes to children based on gender aspect. I have examined how the gender work differs in the two preschools that I chosen to study.The questions that this study is based on is Does the educators at the preschools work gender conscious in everyday situations?-Is it boys or girls who get the most attention from educators in everyday situations? What do the teachers at the preschool concept of gender? What approach have been the teachers of preschool to counteract traditional gender patterns in everyday situations? I have made a qualitative study where I interviewed five educators and made observations on the two preschools. In order to obtain a result, I have processed the interviews and observations, and linked to the theory and the research.The results show that the teachers at the two preschools have different knowledge about gender and work on it in preschools. Educators' awareness of the work varies depending on knowledge and past experience.
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Spetz, Annika. "Från förskola till mottagande i grundsärskola : Vad händer vid övergången?" Thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58323.
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The overall purpose of the study was to get a deeper understanding of the process of transition from preschool to compulsory school. According to the purpose the study three issues are the following: 1. How organized the reception to the compulsory school? 2. The motives are to host the compulsory school? 3. What consequences may mean the individual, group and organizational level? The background of the study highlights different factors that influence the transition between pre-school and compulsory school. Also included is a review of research on studies related to students experiences of being in compulsory school and wc alternative solutions which occurred out in the operations, which are relevant for the study. Semi-structured interviews were conducted with eight managers /principals and special educators. The result is divided into four themes. The result in part one includes enrollment processes for compulsory school. Part two describes the reasons for the receipt of compulsory school. The third part shows the impact on the individual group and organizational level. The fourth section deals with children and carers influence and participation. The discussion raised that since the new Education Act (Lgr 11) it is clear who belongs compulsory school and who do not. It requires a diversity of actors that work together to facilitate the transition process for children/ students.
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Žemličková, Helena. "Organizační kultura v podmínkách předškolního vzdělávání." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-113544.
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The submitted diploma thesis focuses on the organizational culture in terms of preschool education, particularly at nursery schools. There are specific elements of the organizational culture for preschool education as well as factors that affect organizational culture at nursery schools within the external and internal environment of the school. This thesis diagnoses the organizational culture at a particular nursery school. Based on this diagnosis, we can say that a strong organizational culture can be created even at a nursery school. There is also the relationship between organizational culture, effectiveness of organization and quality of education that implies from the positive evaluation of this nursery school. The thesis draws up recommendations for this specific nursery school, which are focused primarily on communication and foreknowledge. Recommendations are designed for founders of public nursery school as well. In terms of public nursery school, there should not be an argument of a lack of funds from this perspective, there should rather be a better utilization of that a strong organizational culture offers.
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Guimarães, Murilo de Sousa [UNESP]. "Contaminação cruzada em escovas dentais por Streptococcus mutans." Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/95498.
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O objetivo deste estudo foi avaliar a contaminação de escovas dentais por Streptococcus grupo mutans e a ocorrência de infecção cruzada por Streptococcus mutans após armazenagem conjunta das mesmas. A amostra foi composta de 46 crianças de 6 a 7 anos de idade divididas em Grupo A com 22 e Grupo B com 24 alunos, de acordo com a sala de aula que freqüentavam. As amostras de biofilme obtidas da cavidade bucal das crianças no início do estudo e o biofilme das escovas dentais das crianças que compartilhavam o mesmo ambiente, foram recolhidas após 21 dias e cultivadas sob condições adequadas em meio de cultura SB20. Em cada escova foram isoladas UFC com morfologia típica, as quais foram identificadas por meio de testes bioquímicos e o polimorfismo genético foi detectado pela técnica de AP-PCR. Pode-se observar 94 UFC de Streptococcus mutans isoladas a partir das escovas dentais. O crescimento bacteriano ocorreu em 14 escovas dentais, sendo que 6 escovas pertenciam às crianças do Grupo A, e 8 às crianças do Grupo B. Dos microrganismos encontrados nas escovas dentais, 83,92% eram Streptococcus mutans. Todos os isolados apresentaram perfil genético distinto, com exceção de 4 e 3 amostras dos Grupo A e B respectivamente, os quais pertenciam a mesma escova dental. Pode-se concluir que dos microrganismos encontrados, ocorreu maior prevalência de colonização por Streptococcus mutans nas crianças e escovas analisadas, não havendo evidência de que a armazenagem conjunta de escovas dentais pode ser um veículo para infecção cruzada por este microrganismo.
The aim of this study was to evaluate the contamination of toothbrushes by mutans streptococci and cross-section infection of Streptococcus mutans. Forty-six children aged from 6 and 7 years were divided into two groups, Group A with 22 children and Group B with 24, according to attending class. A dental plaque sample from each participant was collected at the beginning of the study and the plaque present in toothbrushes was collected after 21 days. The samples were processed and cultivated under adequate conditions in SB20 medium. Typical morphotype mutans streptococci colonies were isolated and submitted to bioquimical tests for identification. An arbitrarily primed polymerase chain reaction (AP-PCR) method was performed for genotypic characterization of Streptococcus mutans. Fourteen toothbrushes were contaminated by mutans streptococci, 6 in Group A and 8 in Group B. Streptococcus mutans represented 83,92% of the mutans streptococci identified. The presence of matching genotypes of Streptococcus mutans has occurred in 4 strains of Group A and in 3 strains of Group B. However, for both groups, the matching genotypes belonged to the same toothbrush. In conclusion, Streptococcus mutans was the predominant specie in both dental plaque and toothbrush. The latter did not represent a source of cross-sectional infection of such microorganism.
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Mallmann, Elisete. "Materiais potencializadores e os bebês-potência : possibilidades de experiências sensoriais e sensíveis no contexto de um berçário." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/117756.
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A presente Dissertação de Mestrado investiga os modos como um grupo de bebês de sete a vinte e seis meses de idade, de um berçário de uma escola Pública de Educação Infantil no interior do Rio Grande do Sul, se relaciona com diferentes materiais, denominados nesta pesquisa como Materiais Potencializadores. Tais materiais foram organizados à base de produtos naturais e/ou de alimentos, bem como daquilo que é descartado. Em virtude da diversidade de formatos, texturas, cores, cheiros e sabores, nesta investigação eles são compreendidos como ferramentas que prolongam, medeiam, integram e ampliam as interações estabelecidas pelos bebês que, ao se relacionarem com essas múltiplas possibilidades, elaboram suas percepções e sensações acerca do mundo que os rodeia. A pesquisa buscou compreender os modos como os bebês exploram os Materiais Potencializadores, como o tempo e os espaços interferem nas relações estabelecidas a partir desse contato e como essas relações contribuem para o estabelecimento das interações entre os bebês. Num primeiro momento, a investigação se deteve na observação do contexto investigado para, dessa forma organizar e desenvolver experiências de aprendizagens pensadas para e com os bebês. Esta pesquisa se aproxima da abordagem da pesquisa-intervenção, na medida em que crianças e pesquisadora caminharam juntas. As ferramentas que contribuíram para a coleta e análise dos dados se sustentaram na observação participante, no diário de bordo, nos registros fotográficos e de vídeos. Os pressupostos teórico-metodológicos se apoiaram nos estudos da Sociologia da Infância, inspirando-se nas ideias de Corsaro (1997); Sarmento (2004); Barbosa (2014); Hoyelos (2006); Goldshmiedt e Jackson (2006); Holm (2007); Duarte Jr. (2010); Pillotto (2007); Zordan (2014); Dornelles (2005), entre outros. As análises realizadas nesta investigação auxiliam na compreensão da potência dos bebês no que diz respeito às suas possibilidades e pré-disposição em se relacionarem tanto com os Materiais Potencializadores planejados e oferecidos quanto com os que despertavam seus interesses. Dessa forma, demonstram que os modos como os bebês compreendem o tempo e espaço para agirem sobre o mundo que os circundam difere — muitas vezes, consideravelmente — das expectativas dos adultos, as quais estão intimamente ligadas a regras e normatizações do cotidiano dos berçários. Observei ainda que as relações estabelecidas no contato com os Materiais Potencializadores possibilitaram a ampliação das experiências sensoriais e sensíveis nos bebês, na medida em que foram construídas a partir de uma atenção para o sensorial, o sensível. Esse fato possibilitou constituírem seus conhecimentos, passando a compartilhá-los entre eles e com os adultos, ampliando decisivamente suas interações. As reflexões apresentadas nesta Dissertação de Mestrado, desenvolvida a partir do Programa de Pós-Graduação em Educação, pela Faculdade de Educação da Universidade Federal do Rio Grande do Sul, apoiada na linha de pesquisa dos Estudos Sobre Infâncias, auxiliam na compreensão do Bebê-Potência, diante das múltiplas relações e percepções que estabelecem ao interagirem com a diversidade oferecida pelos Materiais Potencializadores que passaram a constituir os espaços do berçário investigado.This Master’s Degree thesis investigates how a group of babies, age ranging from seven to twenty-six months, from a nursery school in the Public Children Education System, in the countryside of Rio Grande do Sul – Brazil, relates to various materials, here designated as Potentializing Materials. These materials were made from natural products and/or foods, as well as from discarded materials. Due to their variety of shapes, textures, colors, odors and flavors, in this investigation they were seen as tools that extend, mediate, integrate and broaden the interactions established by the babies, who perceive and feel the world that surrounds them by relating to these multiple possibilities. This study attempts to understand the ways these babies explore the Potentializing Materials, and how time and spaces interfere in the relationships established with this contact, and how these relationships contribute to establishing an interaction among the babies. Firstly, the investigation focused on observing the setting studied, and subsequently on organizing and developing learning experiments, thought for and with the babies. This research presents the intervention-research approach, as children and researcher followed a path together. The tools for data collection and analyses were based on participating observation, journals, photographic records and videos. The theoretical-methodological assumptions were supported by the studies of the Sociology of Childhood, based on the ideas of Corsaro (1997); Sarmento (2004); Barbosa (2014); Hoyelos (2006); Goldshmiedt and Jackson (2006); Holm (2007); Duarte Jr. (2010); Pillotto (2007); Zordan (2014); Dornelles (2005), among others. The analyses carried out help to understand the babies’ potential concerning their possibilities and predisposition to relate with both the Potentializing Materials designed and offered, and with those that aroused their interest. Thus, they showed that the ways babies comprehend time and space to act towards the world surrounding them differs – quite often and considerably – from the expectations of the adults, which are closely connected to rules and standardization of daily life in nursery schools. Furthermore, it was observed that relationships established upon contact with the Potentializing Materials enable the broadening of sensory experiences, once they were designed with a focus on the senses. This allowed them to build knowledge, which they shared with one another and with the adults, thus decisively broadening their interactions. The reflections presented in this Master’s thesis, developed in the Graduate Program of Education at the School of Education in Universidade Federal do Rio Grande do Sul, based on researches of Studies on Childhood, contribute to the babies’ “artist” actions, as well as to helping in understanding the Potentiality-Baby before multiple relationships and perceptions established when interacting with the diversity provided by the Potentializing Materials, that came to constitute the spaces of the nursery school investigated.
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Kroupová, Gabriela. "Podnikatelský plán založení mateřské školy." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-4046.
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Master's thesis handles business plan establishing private nursery school Lipka. The first part deals with the legislative requirements for the operation of nursery schools and describes the existing school with the same educational concept. The second part includes a description of the company, market analysis, a description of the implementation, financing plan, SWOT analysis and risk analysis.
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Robins, Vivien. "Invisible professionals : nursery nurses working in schools." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/30834.
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This thesis explores the job of nursery nurses working in English Primary and Infant Schools in terms of their tasks and perceptions of their jobs. Educational management theory presently overlooks the increasingly important role of support staff, and in particular nursery nurses, who receive a professional training. The literature review reveals that there is no coherent body of research on nursery nurses and shows that their job as support or complementary staff is patchily under researched. The literature reviewed also deals with the problematic question of how can school effectiveness be maximised if the contribution of members of staff, such as nursery nurses, is not fully recognised. This is a descriptive study and it analyses data from covert participant observation; questionnaires; group interviews and telephone interviews, obtained from the majority of nursery nurses working in one County. The purpose of the research was to establish the extent of the nursery nurses' jobs and to find out their opinions on their current position in schools, working with three-five year olds. The findings portray nursery nurses as often invisible within the school culture, and their increasingly unrecognised workload. Nursery nurses perceive that various groups within the school and outside it are not aware of the extent of their role, nor do they ascribe appropriate value to it. It is argued that the way forward is for the school sector and others in Early Years education to recognise and reward professionals other than Early Years teachers. A case for increased research, focused on nursery nurses as complementary colleagues, is made. Given the current political and educational emphases on Early Years, this group of professionals is in danger of being a wasted, unrecognised and invisible resource.
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Lin, Ching-Lien, and 林錦蓮. "A Study of Integrated Kindergarten-nursery School Policy Tactic for Nursery School Operator." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/16847727049048507991.
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碩士中國文化大學
青少年兒童福利研究所
99
Preschools integration Issue has been formed Policy, and has been imperative. In this study, in order to understand Preschools integration for private nursery operators, community of people, On the operational level, Technical level, Policy level three Faces, This study used qualitative research methods, visiting many kindergarten and child care centers deeply to understand child education, collection, investigate, developing, analysis, induction, visiting to six experts and scholars, nine nursery operators, Preschools integration area, the results are summarized below: The results show: First: on the operational level: Establishing elements can’t be within the law, set too strict, let private nursery operators encounter a problem, Official authorities should consider what whether private nurseries operate forever or not. Second: On the technical level: Technical level to be more careful, delicate, the public sector need to listen to the voice of representatives from various sectors to achieve win-win situation. Third: On the policy level: The promotion about the part of standard of teachers can promote the teaching quality, Finally, according to the conclusions of this study, raised the level of implementation of private nurseries, the consistent service of the education and care, Policy level three faces of suggestions and propose research faces of suggestions.
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李麗秋. "Human resources planning for “integrated kindergarten and nursery school policy”. The impact and tactic for the public nursery school temporary teachers.─Use Ilan Municipal Nursery School for an example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/cq7w26.
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碩士佛光大學
社會學系
97
Kindergarten or nursery school is the first formal education that children to be in touched with. The quality and relative policy of young hold is the most important topic in worldwide. The topic of “integrated kindergarten and nursery school” has been discussed in our country for almost ten years. This study is an analyze and care to the policy of “Early Childhood Education and Care Law”. The information is collecting from the public kindergarten teachers to knowing their impact and tactic to this policy and being a reference to the government. Through this study we found: 1.The way that teachers get information is not circulate. 2.How much does the kindergartens pay attention to this policy will influence the teachers’ attitude and their level of knowing. 3.The relative from the teachers’ personality and impact of the policy. 4.The indemnification of this policy still impacts those teachers. 5.The seniority and experiences is important for this career. 6.The indefinite policy will cause teachers’ distrust. 7.The kindergartens do not have the supplementary measure for classify teaching and caring. 8.The importance of research and study, to promote teachers’ professional knowledge. 9.The different welfare and salary will influence teachers’ mentality. 10.The challenge for teachers’ career developing. Following are several suggestions: 1.To plan the human resource in this policy: (1)Integrating the welfare and salary for all the public kindergartens. (2)Setting Sunset Clause to protect the qualified assistant form limit of third-one rule. (3)Make seniority into one of the qualification to balance the specific gravity of the education background. (4)Planning the unified study hours for kindergarten teachers to maintain the quality of teaching. (5)To plan the unify curriculums to the top class of kindergarten. And to conform to most students’ expect. (6)To settle the problem of teachers who is suspension without pay because of practical training. (7)To plan how to split and unify the thoughts after integrating. (8)To guidance the policy and the communication between government and kindergartens. (9)The government should establish a department to advance the policy. (10)Make the policy steady, not changeable. 2.Suggestions to teachers in public kindergarten: (1)To promote our own abilities─to take part in the training and recurrent education. (2)Follow the steps─find more ways to get information. 3.Suggestions to the future research: (1)Suggestions to the research target: Broaden the colleting scope or the object that’s influence by the research. (2)Suggestions to the research methods: Use quantification investigates method to extend the scope in following research. (3)Suggestions to the research topics: Analyze and discuss the other issue that related to this research and being a reference to the government.
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Chiang, Juyao, and 江如瑤. "A Research of Factors Consideration on Playing Space of Nursery School and Six Areas of Courses Guideline ---The Case Study of Keelung Elementary Schools' Affiliated Nursery School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/34867095271449676553.
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碩士經國管理暨健康學院
健康產業管理研究所
101
This study attempted to understand the relationship between the considerations for the outdoor playing spaces in nursery schools and the six areas of curriculum guidelines (SACG) in the new nursery school curriculum guidelines for the affiliated nursery school of elementary school in Keelung city. Based on Analytical Hierarchy Process (AHP), a case study issued a total of 50 questionnaires, and total feedback was 42. Finally, we adopted 16 valid questionnaires, the returned rate is 84%, and the effective rate 32%. In-depth interviews were used to collect data after analysis. We uses in-depth interview with six teachers, and a director of nursery school. This study found the following conclusions： (1) The body movements and outdoor playing space were the most significant factors of all. (2) The experience years of teachers, administrative concurrently or not, the number of classes, the population of a class, on-the-job training program, the teachers’ education, and the location have significant influence on SACG. (3) The nursery school outdoor playing space and SACG were closely connected and inseparable. Based on the study outcomes, some suggestions were proposed to the education authorities, and the teachers of nursery schools. Moreover, we hope to contribute to the development of nursery school education in the future.
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Chen, Yi-Rung, and 陳怡蓉. "“Selection of Hakka Nursery Rhyme – Modern Nursery Rhyme” The Application of Native Language Education in Primary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/82251974150398495331.
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碩士國立屏東教育大學
文化創意產業學系
101
Nersury rhyme – the collective memories accompanied the growing up of countless people, they are the songs kids chant and recite, the spiritual food of kids’ enlightenment, the source of happiness of childhood, and the best teaching materials when kids learning language and recognizing the world. Hakka Affairs Council took place the first Hakka nursery rhyme contest in 1997. To the finalist, they added simple and easy words, vivid and lively pictures, they compiled and printed and recorded five versions of “Selection of Hakka Nursery Rhyme – Modern Nursery Rhyme” to be the supplementary teaching materials of Hakka language: si-xian tone , hai-lu tone, da-pu tone, rao-ping tone, and the zhao-an tone. This thesis is in accordanced with “si-xian tone” version of “Selection of Hakka Nursery Rhyme – Modern Nursery Rhyme”, and sort out the relative historical materials by historical view. In this thesis, we explored its content and forms, teaching methods and tactics, and educational functions and value through content analysis method, phenomenons interpretation method, and literature comparetive method to illustrate its application of native language education in primary school. In this study, we discovre the topics of “Selection of Hakka Nursery Rhyme – Modern Nursery Rhyme” are abundant, the subject matter is extensive, the sentence patterns is free, the rhyme is natural, the rhetoric is ingenious, and also close to kids’ life, not only assist the listening, speaking, pronunciation, reading, and writing of native language in primary school, but also to be integrated into the class oral and writing education, Mathematics education, society education, nature education, life science and technology education, art education, humanities education, health education, physical education, and the intergated activities education of the Grade 1-9 Curriculum, to establish the foundation of Hakka language, to upgrade the abilities of Hakka language, to balance the development of moral education, intellect education, physique education, society education, and aesthetics education. According to the conclusions we had drawn above, in this thesis, we made several recommendations. First, about the teaching materials of nursery rhyme, we should use the Hakka feature characters, mark Hakka phonetic alphabet, the pictures should be chimed in with the content, and energetically create new modern Hakka nursery rhyme. Second, about the teaching of nursery rhyme, we should increase the ration of Hakka modern nursery rhyme, and teach with flexible and diversified methods. Third, the direction of following studies, we could proceed toward the activities of Hakka modern nursery rhyme, the compare of troditional and modern nursery rhyme, the relations of language and music of nursery rhyme.
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Cheng, Chi, and 程祺. "The impact and tactic of 「Intergrated kindergarten and nursery school policy」 to teachers and private owners of kindergarten and nursery school and parents." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/06260289346355758352.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
94
English Abstract The main purpose of the study is to explore the impact and tactic of「Integrated kindergarten and nursery school policy」to teachers and private owners of kindergarten and nursery school and parents. Three main sections are included in this study in order to treat the context of this policy, and they are: recall the evolvement and history of the kindergarten and nursery school, integrate all the conferences and statements which are relative to the policy to present the complete evolution, and at last but not the least important, analyze the kindergarten and nursery school policy of Mainland China and Japan as referable information to Taiwan’s policy. The method of the focus group interview has been conducted to four target groups in the process of the thesis development. Summing up and analyzing the result from eight times focus group interviews lead to the following conclusions: 1. Private owners （1）The private owners tend to take a conservative attitude toward the early childhood environment, the policy implementation, and the government support and resource. （2）Whether standards of teachers’ qualification and the purpose of the policy suppose to protect the owners’ benefits or to enhance the school quality are favored by the private owners of kindergarten and of nursery school, respectively. 2. Private kindergarten and nursery school teachers （1）Not only the lack of the first line teachers’ opinions in the process of drawing the policy but also the insufficient information provided by the government causes teachers’ distrust of the policy. （2）The kindergarten teachers convey the willingness to receive recurrent education. The nursery school teachers have different opinions due to no personal intention of recurrent education, inadequate training system and difficulties of time arrangement between work and family. （3）The mainspring to continue their career is the feedback from the children instead of the external factors such as welfare and salary. 3. Parents （1）Parents expect the government to develop the system of early childhood education but doubt about the government’s capability to put it into practice. （2）Making the Department for Education in charge of both kindergartens and nursery schools after the integration may increase the degree of importance of the early childhood education rated by the government. （3）More strict criteria on teachers’ evaluation can help maintain the teaching quality. The college degree is acceptable for teaching and caring young children. （4）The government should play the role as an initiator and a preacher to promulgate the policy. The results discussed above could be considered suggestions for future revision of early childhood education policy and used as reference for future research.
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Wu, Shu-hsine, and 吳姝嫺. "Private kindergartens and Nursery Personnel on the Integrated Kindergarten and Nursery School Policy understand and in response Research." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/48644555520725382778.
Full textAbstract:
碩士國立屏東教育大學
教育學系
100
This research aims at exploring the understanding of Integrated Kindergarten and Nursery School Policy and trying to offer suggestive solutions for in-serving educators of privated pre-school institutions in Kaohsiung, which includes private owners of kindergarten, teachers, early childhood educators. The study was intended to analyze what the differences of in-serving educators to Integrated Kindergarten and Nursery School Policy because of different qualifications between qualifications of teachers and the policy. The study used a questionnaire survey to the in-serving educators with 540 returned effetive questionnaires. The SPSS19 software package was used to analyze data, average, percentage, the Chi square and one-way analysis of variance (ANOVA). Based on analysis and discussion of the study’s results, the following conclusions were reached: 1.There was a positive correlation between the understanding with the cooperative level of Integrated Kindergarten and Nursery School Policy and the positions of care givers. The higher positions of the caregivers are, the more understanding of the policy with the cooperation. 2.The point of view of the higher of their positions of the caregivers on the positive effect of the policy might be was negative correlated to the attitude toward the Integrated Kindergarten and Nursery School Policy. There are still some doubts at the positive effect of the policy. 3.The teachers with qualified teacher qualifications, willing to cooperate with the Early Childhood Education and Care Act will be for priority consideration for employment in the future. Based on basic data analysis, the researchers found: 1. The salaries of care givers of a private pre-school are generally low. 2. The teacher qualifications of private care givers are not match with the positions. 3. Private teacher ratio does not meet the law of the student proportion of offer of students do not meet the the Early Childhood Education and Care Act. 4.The standards of private kindergarten teachers are lower than the original standards of Early Childhood Education Act. Based on the findings, the researcher proposes some suggestions for the owners of kindergarten, care givers, education authorities, and the further reference of future researchers.
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HsinYi, Kuo, and 郭欣怡. "Research of the Kindergarten and Nursery School System in Japan." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/42712022276617828933.
Full textAbstract:
碩士淡江大學
日本研究所碩士班
95
There are two types of system that are existed in the early childhood education in Japan. The two types are kindergarten and nursery school. Functionally, they are applied in different purposes. Kindergarten aimed on providing preschool educational service for the children who are over three years old. Nursery school focused on the children who lacked for caring, it operated as the role of welfare institution. Before the World War II, there had come an idea to integrate kindergarten and nursery school either institutional or educational matters. The statement called “early childhood educational integration”. However, the statement did not achieve before World War II. On 1960’s those issues had been discussed again, however, the idea still not accomplished. Until 2001, the policy had been realized by Prime Minister Koizumi which tends to eliminate the amount of children who are not willing to take early childhood education. In this assignment, we evaluated that the integration policy would be effective or not by several concerning issues. The concerning issues listed as following: 1. Children welfare 2. Eliminate the amount of children who are not willing to take preschool education 3. The government will take advantages from nation people 4. Maintain the maximum benefits for children
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Chiang, Yung-Yueh, and 江永月. "Study on elements affecting nursery school bus attendant implementing kindergarten bus safety guarding behaviors -a case study based on private nursery schools in Taipei city." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/28559144367839804794.
Full textAbstract:
碩士國立台北護理學院
嬰幼兒保育研究所
98
This study applies Theory of Planned Behavior developed by Ajzen as the theoretical basis to investigate how attitude towards the behavior, subjective norm, and perceived behavioral control affect school bus attendants in implementing kids-safety guarding behaviors. This is a quantitative research based study using a self-designed “questionnaire of nursery school bus attendant in implementing kids-safety guarding behaviors” as the data collecting means. Expert validity of the adopted research method is evaluated by 9 professionals, and Cronbach's α was used as the estimator of reliability analysis. Composite Cronbach's α reliability values of the 5 elements are as follow: attitude toward the behavior, 0.836; subjective norm, 0.882; perceived behavioral control, 0.883; kids-safety guarding behaviors, 0.918; traffic-rule assisting behaviors, 0.71. Convenience sampling was conducted on private nursery schools equipped with kindergarten buses, and research targets were former or current employed female school bus attendants. 316 copies of questionnaire were issued, 290 copies were recalled, and the recovery ratio is 92%; with 289 valid copies and one invalid copy, the available ratio is 99.6%. Collected data were analyzed by statistic analyzing methods such as descriptive statistics, one-way ANOVA analysis, multiple regression analysis, and etc. Main findings of this study: 1.School bus attendants possess positive attitude toward kids-safety guarding behaviors and are proactive in processing safety behaviors check. 2.Age, working experience, and current position are the most important background elements affecting school bus attendants in implementing kids-safety guarding behaviors. 3.Participating in workshop of kindergarten bus safety behaviors helps school bus attendants in implementing kids-safety guarding behaviors. 4.In terms of behavior theory, subjective norm is the dominant element that affects bus attendants in implementing kids-safety guarding behaviors. 5.The validity and reliability of self-designed “questionnaire of nursery school bus attendant implementing kids-safety guarding behaviors” is very creditable and the questionnaire is hence a suitable and effective research method.
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Cheng, Tian-Kai, and 鄭天凱. "A Study of Short-term Decision Models for Managing Nursery School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/72625419375746254439.
Full textAbstract:
碩士輔仁大學
資訊管理學系
99
Along with the change of family structure, small families currently constitute the absolute majority of metropolis. In order to raise the standard of living, the ratio of family earnings from both parents working outside of the home significantly increases. Nursery schools hence become the main organization of family care in metropolis. The business model of nursery schools is the main theme of this study. First, analytic hierarchy process (AHP) is used to analyze the classification of teaching faculty, curriculum, space, equipment, etc. and then short-term decision models for managing nursery school is built by integrating scales of performance evaluation, cost and benefit analysis, etc. Moreover, the evolutionary prototyping method is applied for developing a web-based system in this study. After several curricula combination, faculty assignment, and scenarios shown on its platform, the system can more flexibly and adaptably obtain the optimal management plan for enhancing the competitiveness of each nursery school, as well as its efficiency and effectiveness. For obtaining more objective and overall standards of management scoring, this study collected actual data from each specific survey and simulated several scenarios to generate various data and incorporate these data in the mechanism of management performance of nursery schools. Finally, several results of managerial analysis can present the references for decision making on the platform and successive research of related decision makers.
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陳春滿. "The evaluation for nursery courses of military training in high school and senior vocation high school." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/86764000124447431319.
Full textAbstract:
碩士國立台北護理學院
醫護教育研究所
92
To pursue a high-quality education in the 21st century, our nation starts to execute the 9-year continuity education courses officially from the year 2001. To achieve smooth transition in course changes, the Ministry of Education is arranging new high school courses which will be executed officially from the year 2005, among which the former Military nursery course will be renamed as “Health and Nursery”, and is classified as a required course for both male and female students. The new courses will mainly aim at making a smooth transition from the 9-year continuity education and also match the global health education trend. The advantages and disadvantages of research and development of new courses are being discussed for finding references for making new courses. This research focuses on making evaluation toward on the nursery courses of military training which have been adopted for nearly 40 years, and the evaluation contents include such 4 items as “Course contents”, “Teaching methods”, “Teaching resources”, and “Teaching evaluation”. The research methods include the opinions from the female students in high school and Senior vocation high school, students’ parents and nursery teachers. We also interview the experts involving in the course development of “Health and Nursery” which will be adopted in the future. Feasible opinions and advices for the new course development are digested from the results of questionnaires. All the information mentioned above are collected and then combined into some proper suggestions for providing references in the course development of “Health and Nursery” in the future. The conclusions of this dissertation are listed as follows: 1. In the field of “Course contents”: The high schools’ and Senior high schools’ female students, and parents and nursery teachers all recognize that the most necessary topics are “2-gendered relationship”, “cardiopulmonary resuscitation”, “Teenagers’ mental and physical development”, and “Health Promotion concepts”. Those topics are assumed by the experts being able to make a smooth transition between the present course contents and the following 9-year continuity education’s health courses. Those topics can provide reference for deciding teaching hours of new courses. 2. In “Teaching methods”: High schools’ and Senior vocation high schools’ female students and parents, and nursery teachers all agree that the most beneficial teaching methods are “team discussion”,“skill demonstration” Ⅴ and “brainstorming” etc. Experts also agree that those teaching methods agree with the teaching philosophy of the course of “Health and nursery” which will be adopted in the future. 3. In “Teaching resources”: High schools’ and Senior vocation high schools’ female students and parents, and nursery teachers all agree that abundant teaching resources are “video tapes”, “multi media audio and video contents”. Experts also agree that the application of those resources can enrich the teaching contents of “Health and nursery” courses will be adopted in the future. 4. In “Teaching evaluation”: High schools’ and Senior vocation high schools’ female students and parents, and nursery teachers all agree that the most beneficial teaching evaluations are “Class involvement and performance”,“technique test”,“Team cooperation’s learning achievement expression”. Experts also agree that those evaluation methodologies can be combined into the courses of “Health and Nursery” which will be adopted in the future. 5. Current nursery teachers show implementation of nursery course ,several factors make the teaching nonfluency. The first three difficult points such as teaching hours not enough, shortage of in service learning resource, insufficiency of the teaching media. 6. With the combination and compilation of the information mentioned above, this research submits 4 substantial suggestions toward the fields of “Teaching contents”, “Teaching methods”, “Teaching resources” and “Teaching evaluation” to provide some references for the development and execution of “Health and Nursery” courses of high schools and Senior vocational high schools in the future: (1)“Course contents”: It is suggested that the futuristic courses designers involving in the “Health and Nursery” courses shall take priorities of importance of course content into consideration and make efficient arrangement of teaching hours and the enhancement of contents to meet the students’ requirements. (2)“Teaching methods”: According to the results of this research, it is suggested that when the cultivation of teachers of “Health and nursery” is being planned in the future, the teaching skill of cultivated teachers shall be also enhanced to meet the students’ demands. (3)“Teaching resource”: The results of this research indicate that among all teaching resources, video tapes and multi media audio and video teaching Ⅵ materials can enrich the teaching contents the most. It is advised that the research and development of audio and video teaching materials shall be enhanced when the teachers’ cultivation is being developed for enriching teaching contents. (4)“Teaching evaluation”: The results of this research indicate that traditional paper-form examination can’t evaluate students’ learning performance correctly. It is advised that the futuristic courses shall meet teaching goals when used with multi ways simultaneously.
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Chang, Yu-Yan, and 張瑜讌. "The study on the integrated kindergarten and nursery school policy in Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/77197664677702181813.
Full textAbstract:
碩士玄奘大學
社會福利學系碩士班
95
In the recent years, the issue of educational policy about “Integrated Kindergarten and Nursery School Policy”has been widely discussed by our society. Different competent authorities and preschool teachers have the same age kids but receive different quality of nursery. In order to analyze the statistics and to achieve the goal to know the situation of Integrated Kindergarten and Nursery School Policy in Taiwan, the approaches of this study will adopt as follows---analytic approach of documents, analytic approach of the file,“Integrated Kindergarten and Nursery School Policy”from the related rules of the decree and“the plan of integrating kindergartens and nursery schools”. First, the three based theories are from the viewpoints of female labor force participation, the view of welfare state, and the best interest of the child. They will help the researchers to learn more about the main five problems of day care services, preschool teachers, the fee of day care, the instrument standard and management of guidance. For the further studies, the related reference about Integrated Kindergarten and Nursery School Policy in Taiwan will be also adopted. In the second place, the structure of this research will be analyzed by the relationships of three major views and five problems mentioned above. It is essential to know four propositions about the development and evolvement of policy of kindergarten and nursery school, Integrated Kindergarten and Nursery School Policy in Taiwan, procedure of integration in day care services and preschool education and care services. 1. The advantages and the already improved parts after Integrated Kindergarten and Nursery School Policy. (1) Provide multiple and selected education and child care service. (2) Make the regulations and laws of parents' rights and interests’ obligation. (3) Enlarge the age of kindergarten and nursery school and prefer to the care services. 2. The disadvantages the improvement parts after Integrated Kindergarten and Nursery School Policy. (1) The viewpoints are not from the welfare needs after female labor force participation. (2) The viewpoints of laws are not from the view of welfare state. (3) The viewpoints of laws are not from the best interest of the child. (4) The government hasn’t made a national survey of kindergarten and nursery school. (5) The divergence and differentiation of qualification of preschool teachers. (6) Indirectly encourage the corporation of private education and child care organization. (7) No exact decrees and standards for the equipment of private education and child care organization. (8) The ratio of funds of preschool education and children's welfare from the government is rare. (9)The representatives of professional committee member for preschool education of Integrated Kindergarten and Nursery School Policy are not many. It is important to know that positive viewpoints exist in the current policies. According to “the plans of integrating kindergartens and nursery schools”, they will be essential for the government to make further “laws for the children education and care”. In addition, when the factors of the politics, economy and society combine together, these will lead the government to develop and make promising laws for Integrated Kindergarten and Nursery School Policy. Therefore, it will be beneficial for the country, businessmen of day care services, preschool teachers, parents, and the children to have the best and the most complete welfare services.
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Chang, Yi-Fei, and 張鐿霏. "Young children`s humor at free time with classmate in nursery school." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/59487905521093497547.
Full textAbstract:
碩士國立臺灣師範大學
人類發展與家庭學系在職進修碩士班
94
The method of Qualitative Research is used to determine the students systematically from one of classes at nursery school, located in Taipei County. This study has mainly generated the detail information from young children who behave with the sense of humor in nursery school. The humor types and behavior patterns for young children at free time are being well-defined. The young children humor behavior are identified and analyzed, with respect to the gender, age as well as humor response. From February, 2005 to January, 2006, the total of 15 children, 6 boys and 9 girls, at the age between 2.5 to 3.5 years old are being chosen at the class of nursery school. Based on the individual feature and behavior pattern , the study concluded that the humor behavior would be primarily classified into 6 types：distracting humor、self-criticized humor、self-entertaining humor、external entertaining humor、devalued humor、and sharing humor。At the first period,「self-entertaining humor」 represented the leading percentage. At the second period, 「self-entertaining humor」、「external entertaining humor」are the top two types. Compared to the first period, the ratio for 「external entertaining humor」and「distracting humor」 improved ,but the ratio for「devalued humor」、「self-criticized humor」、「sharing humor」dropped slightly during the second period. Additionally, at the first period, only「distracting humor」 for boy groups are lower than girls groups; 「self-criticized humor」 are higher. At the second period, the girl groups are no difference with boy groups for all types . The humor behavior would be analyzed based on the factors of which cause children laugh, and classified in 5 patterns: release of anxiety, discussion of prohibited topic, self-superiority, fantastic speaking and action, and vocabulary or voice games, etc,. The percentage of「fantastic speaking and action」type during the first and second period are all at maximum level. At the first period and the second period, the girl groups are no difference with boy groups for all types . The study illustrated that the humor behavior are likely to conduct in a different way among the children even if they are nearly at the same age. According to the findings, some body languages such as personal falling would be considered as the special and interesting behavior for the younger children between 2 to 3 years old. However, the children from 3 to 4 years old would be more attracted to the vocal games. The study also represented that the children could develop the humor behavior at multiple levels during the semester period.
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Lu, Wen-Chi, and 盧文琪. "The Teaching Willingness and Commitment of Public-Nursery School Teachers in Taipei." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/48373694074028813169.
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Chen, Wen-ling. "An investigation into the perceptions of nursery school directors and teachers towards use of an assessment instrument in early childhood education/care evaluations of nursery school quality in Taiwan." 2006. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1249/index.html.
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