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Schuckman, Melanie. "Voice Characteristics of Preschool Age Children." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209154612.
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Wall, Sarah Josephine. "Effects of physical activity on cortisol levels in African American toddlers attending full-time daycare." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/WALL_SARAH_59.pdf.
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Martin, Doris Marie. "Preschool teacher-child relationships : an exploratory study of attachment models over time /." This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135321/.
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Antevska, Nursan. "Vad är det svåra jag känner i möte med vissa barn : En essä om mer krävande barn som riskerar att stigmatiseras i barngruppen." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41111.
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The text describes an important dilemma that we as educators need to manage in our daily work. Every day we are faced with situations in which we encounter children that challenge us in various ways. This text considers how we need to approach these children. The way we assess and approach them will often determine their actions and behaviour. Children form their self-image as a reflection of our behaviors. This can also affect other children in the group to view the particular child in a negative way. It´s of paramount importance to help all children to succeed. This text gives examples and reflections about challenging situations that we meet with everyday. In this essay, aspects are presented and discussed from varying theoretical standpoints regarding issues related to what makes a child act and react the way that they do. In addition, the essay discusses adaptations that can be made in keeping with the curriclum while at the same time giving all children the best conditions in which to play, learn and achieve personal growth.
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Shook, Stacey Lynn. "Teaching children with autism to ask questions in integrated preschool settings : a comparison of constant and progressive time delay /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7670.
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Drockelman, Heather S. "Perspectives from the field : attitudes, beliefs, and the practice of time out with preschool children." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1336618.
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The purpose of this qualitative study was to investigate early childhood lead teachers' perspectives of time out, including their attitudes and beliefs, and the practice of time out in their classrooms. The study sought to detail the practice of time out, to investigate teachers' perceptions of time out, and to gain further understanding into teachers' choices regarding time out use. These objectives were achieved with the use of a comprehensive, written survey directed to 151 lead preschool teachers at 18 randomly selected preschool programs within Hamilton County, Ohio. Written discipline policies from 9 preschool programs included in the survey sample were also analyzed as they related to the use of time out. Fifty completed surveys were returned representing a well-balanced sample of lead teachers across multiple demographic variables.Results indicated that 66% of teachers were using time out and there were not any distinguishable differences among the variables collected between those teachers who used time out and those who did not. Teachers' time out practices included verbal or visual warnings for children, discussion, and redirection. Teachers defined time out as an action, as a period of time, and as a place. 63% of teachers did not perceive time out as punishment; nonetheless 55% perceived that time out had the potential to be harmful to young children. The majority of teachers using time out did so because they perceived that the child learned through time out, but other teachers indicated that young children were not able to comprehend time out. Some teachers used time out due to the perceived social and emotional benefits for the child while other teachers perceived time out to be detrimental to children's social and emotional development. Teachers also indicated that they used time out to maintain control of children.Teachers who used time out were influenced by experience, education, program policies, and because time out is a form of discipline. Interestingly, these same factors influenced other teachers to not use time out. The majority of the teachers who chose not to use time out were influenced by other methods available for classroom or behavior management.<br>Department of Elementary Education
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Berggren, Jenny. "Samling med de yngsta barnen i förskolan : Circle-time with the youngest children of preschool." Thesis, Malmö universitet, Malmö högskola, Institutionen för barndom, utbildning och samhälle (BUS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41861.
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Syftet med denna kvalitativa studie är att ta reda på pedagogers intentioner med de yngsta barnens samlingsstunder i förskolan. För att få svar på forskningsfrågorna har fyra verksamma pedagoger på två olika förskolor intervjuats. Utöver intervjuer genomfördes det även observationer under två pågående samlingsstunder. Michel Foucaults maktperspektiv har använts i min studie som ett central teoretiskt perspektiv för att studera samlingen, dess utformning och genomförandet samt vad det innebär gentemot de yngsta barnens inflytande i förskolan. Det huvudsakliga resultat visar att intentionen med samlingen är att uppnå olika lärandemål, genom att på olika sätt erbjuda barnen lärandesituationer där de själva kan medverka. Barn och pedagoger lär tillsammans men begreppet samling innebär också maktstyrning genom pedagogers förhållningssätt och de förväntningar barnen har på sig. Utöver det genererar samlingen så mycket mer, möjlighet till samarbete, att få dela sina åsikter, att få prova på nya saker, att få se och dela saker med varandra, turtagning, för att nämna några punkter.
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Martin, Doris M. "Preschool teacher-child relationships: an exploratory study of attachment models over time." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/38953.
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Ielasi, Rachel Lillian. "Preschool children with externalising behaviour problems : their effects and impact on parental health, stress, emotions and time /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsi229.pdf.
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Valk, Jennie Elise. "Teaching imitation skills to preschool children with severe disabilities the effects of embedding constant time delay within a small group activity /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060698087.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 178 p.; also includes graphics. Includes abstract and vita. Advisor: Diane Sainato, College of Education. Includes bibliographical references (p. 156-162).
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Spino, Margie A. "The Effects of Two Schedules of Instruction with Constant Time Delay on the Receptive Word Learning Skills of Preschool Children with Developmental Delays." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365122852.
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Branch, Jessica Marie. "Effects of Teacher Facilitation and Child-Interest Materials on the Engagement of Preschool Children with Disabilities." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492896085780957.
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Iversen, Anne, and Cecilia Andris. "Barn och stress." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11166.
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The purpose of this study is to show how the modern society, with demands, expectations and the time constraints of adults, affects children and the everyday life at the preschool. Our intention is also to show the importance of identify stress symptoms of the children. The study is of qualitative empirical kind and is based on a questionnaire to 19 parents of preschool children at the age of three to five years old. Interviews are made with four preschool teachers on one preschool. An observation of children in possible stressful situations is made during three days each at two preschools. The results show that the modern society affects children and can be stressful. It also affects the everyday life at the preschool. The results show the significance of having strategies to prevent stress at the preschool in order to create a balance between demands and expectations in the everyday life and time for recreation.
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Olsson, Lundh Anette. "Samling i förskolan : – en rund stund med mycket mening." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4958.
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<p>The purpose of this thesis is to gain insight into educators’ views and work with circle time in preschool. To find out, I have referred to the following questions: <em>How is your circle time performed in preschool? What objectives have teachers with the circle time? What impact has your circle time for the children in preschool?</em></p><p>I have chosen to carry out qualitative interviews with three preschool teachers. After the interviews, I compared the educators’ response to previous research.</p><p>The survey shows that the circle time is one of the day´s highlights for preschool children. It also shows that the most important thing with circle time is to create community, security in the group, and a fun time together. The educators also believe that circle time is an important part in the children's learning process, especially when it comes to social learning. In my study, I can see that the content in the circle time has not changed much during the preschool development; the circle time consists mostly of roll call, rhyme, rhymes and songs.</p><p>Keywords: preschool, circle time, educator, children, circle</p>
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Reese, Jessica Anne. "The association of a history of breastfeeding and the risk of asthma in two year old children." Oklahoma City : [s.n.], 2008.
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Thomas, Angelique. "A Mixed Method Study of Teacher Perception of How Screen Time Affects Cognitive Development of Children between the Ages of Four and Five at One Early Childhood Education Center." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/136.
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The purpose of this study was to determine the impact screen time has on the cognitive development of children between the ages of four to five, at one early childcare education center. The significance of the study will help determine how the amount of screen time affects children’s cognitive development. The results of this study will help educational leaders determine how to effectively use technology for learning. Research suggests that the most important factor in a child’s development is a positive parent-child relationship, in which loving caregivers respond to a child’s cues and provide age-appropriate activities that nurture curiosity, exploration and learning (Lerner & Barr, 2014). This provides the foundation for teacher and child interactions in preschool programs. The role of early childhood educators lays the foundation for education. Currently, over 80% of children between the ages of three and five years are reported to be using some type of electronic device on a daily basis (Joan Ganz Cooney Center and Sesame Workshop, 2011). Time spent with these electronic devices is defined as screen time, the total amount of time spent in front of any and all screens (Common Sense Media, 2013). The National Association for the Education of Young Children (2012) defines technology and media tools as, “computers, tablets, multi-touch screens, interactive white boards, mobile devices, cameras, DVDs, music players, audio recorders, electronic toys, games, e-book readers, and older analog devices.”
The impact of positive and consistent interactions to young children can help mold development. These meaningful interactions cannot be substituted with technology tools. The educators of School A are restricted to only allowing their students to engage in interactive screen time for a total of thirty minutes per week. This research was geared towards finding out if screen time effects a child’s cognitive development between the ages of four and five.
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Mensah-Bonsu, Patience, Narges Sareh, and Jane Tingle Broderick. "Examining the effects of a teacher training system on preschool teachers’ productive and non-productive conversation with children during the free play time: using a multiple baseline experimental design." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/149.
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Research shows that interaction and conversation (gestures, words, expressions, and etc.) with children on a daily basis are crucial for their development. Teachers spend a lot of time with children daily, it is important that teachers plan their interactions intentionally to help children make connections and extend their learning. Observing children and interpreting their thinking processes is a significant factor in intentionally planning curriculum that emerges from children’s thinking. There is a lack of high quality training for preschool teachers in the area of observing and interpreting children’s thinking. The present study investigates the effects of a training (Cycle of Inquiry System) on observation and interpretation of children’s thinking, on teachers’ productive conversation in the Head Start Classroom. The research question guiding this study is: “Does the Cycle of Inquiry Intervention (training teachers to observe, document and interpret their observations of children at play time) increase teachers’ conversations with children?” We hypothesized that the teachers’ productive conversations with children will increase after the training. Using a multiple baseline experimental design two simultaneous studies were conducted. The participants were 6 preschool teachers which included 3 new teachers, and 3 experienced teachers. The permissions were obtained from teachers and the parents of children in their classroom, the children whose parents did not consent were not videotaped during the data collection process. The teachers were videotaped twice a week in their classrooms working with children during the free play time. Each video was 30 minutes. The videos were coded for productive and non-productive conversation, based on the checklist that was used previously in a similar study. All the videos were coded by a research assistant and 30% of videos for each teacher were coded by another research assistant. The interrater reliability was obtained before and during the study. When the first participant reached a baseline (the amount of his/her productive and non-productive conversation approximately remained the same), she went through the Cycle of Inquiry System Training (COI) by the Principle Investigator (PI). The intervention is a one-day training on observing children during the play and interpreting their thinking. The first participant was videotaped twice a week after training and her videos were coded for productive and non-productive conversation, in addition, as a part of the training the teacher received mentoring form the PI bi-weekly during the intervention phase. Meanwhile all the other teachers were being videotaped until they reach a stable baseline and the process of training was the same for every one of them. The research is still ongoing but it is expected that the data will show an increase in teachers’ productive conversation with children after the training. We are in the early phases of the intervention for two participants. Positive results from this intervention, impacting the amount of productive conversation between teachers and children, will indicate that this might be a helpful training for preschool teachers.
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AraÃjo, Janice DÃbora de Alencar Batista. "Tia, deixa eu falar!: os sentidos atribuÃdos por crianÃas da prÃ-escola à roda de conversa em um centro de educaÃÃo infantil do municÃpio de Fortaleza." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20238.
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nÃo hÃ<br>A presente pesquisa tem como principal objetivo analisar os sentidos atribuÃdos por crianÃas da prÃ-escola à Roda de Conversa em um Centro de EducaÃÃo Infantil da rede pÃblica de Fortaleza. Assim, procurou caracterizar o fenÃmeno investigado numa turma de Infantil IV; descrever as impressÃes das crianÃas acerca do papel da professora; investigar o papel que as crianÃas atribuem a si mesmas na Roda de Conversa; conhecer, atravÃs de suas famÃlias, os contextos de vida das crianÃas. O estudo tem como respaldo teÃrico a abordagem sociointeracionista de Vygotsky (1998, 2005, 2009) e Wallon (2007, 2008) sobre a importÃncia da construÃÃo do pensamento e da linguagem no desenvolvimento da crianÃa, assim como a concepÃÃo dialÃgica e democrÃtica de educaÃÃo de Freire (1967, 1987, 1996) e, ainda, os estudos sobre as culturas da infÃncia representados por Corsaro (2011), Sarmento (2004, 2005, 2007) e Barbosa (2014), que contribuem para a compreensÃo da(s) infÃncia(s) como categoria social e das crianÃas como produtoras de cultura. A abordagem metodolÃgica à de natureza qualitativa e tem inspiraÃÃo nos estudos de tipo etnogrÃficos adaptados à educaÃÃo. Participaram desse estudo crianÃas do agrupamento Infantil IV, com idade de quatro e cinco anos, principais sujeitos da pesquisa. Como instrumentos para a construÃÃo de dados foram utilizados: observaÃÃo participante, entrevista individual com desenhos e entrevista coletiva com histÃrias a serem completadas pelas crianÃas, observaÃÃo de uma situaÃÃo de faz de conta na qual as crianÃas brincaram de Roda de Conversa e entrevistas semiestruturadas com colaboradores da pesquisa: a professora e as famÃlias das crianÃas. Os registros foram realizados atravÃs de diÃrio de campo, fotografia, gravador de Ãudio e filmagens. A anÃlise dos dados revelou que a Roda de Conversa realizada no contexto investigado à compreendida como um momento para combinados de atividades didÃticas, projetos, roda de mÃsica. Na sua realizaÃÃo, a professora apresenta temas geradores de conversas, pelos quais, nem sempre, as crianÃas se interessam. As crianÃas, como sujeitos dialÃgicos e competentes, resistem a essa normalizaÃÃo e trazem para a Roda de Conversa suas questÃes e assuntos de interesse, rompendo com a lÃgica escolarizante.<br>This research has as its main goal to analyze the meanings attributed by preschool children to circle time in a public center for Early Childhood Education in Fortaleza. Thus, this paper sought to characterize the phenomenon investigated in a preschool class; to describe the childrenâs impressions of the teacherâs role; to investigate the role that the children play in the circle time; know through their families the contexts of childrenâs lives. This study has a theoretical support the social-interactionist approach of Vygotsky (1998, 2005, 2009) and Wallon (2007, 2008) on the importance of the construction of thought and language in child development, as well as Freireâs (1967, 1987, 1996) dialogical and democratic conception of education and also the studies on childhoodâs cultures represented by Corsaro (2011), Sarmento (2004, 2005, 2007) and Barbosa (2014), who contribute to the understanding of childhoods as a social category and of children as producers of culture. The methodological approach is qualitative and is inspired by ethnographic studies adapted to education. Children from preschool, four and five years old students are the main subjects and participated in the study. As instruments for the construction of data were used: participant observation, individual interview with drawings and collective interview with stories to be completed by the children, observation of a make-believe situation in which the children represented a circle time and semi-structured interviews with the research collaborators: the teacher and the childrenâs families. Records were made through field diary, photography, audio recorder and filming. Data analysis revealed that the circle time performed in the investigated context is understood as a time for combined didactic activities, projects and music. In its realization the teacher presents themes to be presented, generators of conversations for which, not always, children are interested. The children as competent dialogical subjects resist this normalization and bring their questions and subjects of interest to the circle time, breaking with the schooling logic.
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Claesson, Ulrica. "Tid för demokrati? : En vetenskaplig essä om delaktighet, ansvar och val i förskolan varje ny dag, år efter år." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27575.
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Den här essän handlar om hur jag under min erfarenhetsbaserade förskollärarutbildning blivit alltmer tvivlande och kritisk till hur jag och mina kollegor konkretiserar demokratiuppdraget i förskolans läroplan. Essäns kärna finns i relationen mellan barns tankar och idéer här och nu och pedagogers fasta och styrande ram för hur dagarna ska se ut. Syftet med denna essä är att nyansera fler sätt att se på situationer där vuxna ser det som självklart att barn äger delaktighet och inflytande för att relativisera vår kunskap kring begreppens innehåll. Jag undersöker vilken kunskap pedagoger behöver utveckla för att ge både barnen och sig själva makt att arbeta mer demokratiskt. Essän bygger på en berättelse med två situationer från min förskolas verksamhet. Den första delen gestaltar mitt agerande i mötet med barns frågor om tid i relation till en förändrad dagsstruktur. Den andra delen gestaltar min upplevelse av att jag och en kollega har olika syn på barns delaktighet i en valsituation. Utifrån berättelsen försöker jag att svara på frågor som, hur uppfattar och lär sig barn tid? Förmår förskolebarn ta rationella beslut? Kan demokrati i förskolan handla om mer än att barnen ska få välja? Jag har använt mig av skrivande och reflektion som metod. Ihop med studentkamrater och handledare har jag reflekterat utåt genom dialog. Jag har även haft en inre dialog med mig själv och reflekterat i tankarna. I min essä utgår jag från teorier som fenomenologi och hermeneutik vilka utgår från erfarenheten och bygger på upplevelser, tolkningar och förståelse av fenomen som uppstår i människans medvetande. Reflektionen och dialogen med människor och texter har varit viktig i min process för att synliggöra mina tankegångar och för att kunna inta olika perspektiv och kritiskt granska mig själv. Ett av de huvudsakliga resultaten är att demokrati i förskolan förutsätter pedagoger som vågar stanna kvar i tvivlen och de kritiska tankarna, som vrider och vänder på de egna föreställningarna om delaktighet, inflytande, tid, barn, vuxna och kunskap. Demokrati kan inte läras ut till barn utan det är en process som ständigt pågår och levs i vardagen. Resultaten kan inte generaliseras till alla pedagogers arbete utan det är mina egna tankar och kunskaper som har blivit fördjupade.
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Harrysson, Norgell Sara. "Samlingen : En studie om hur personal i barngrupp på förskolan resonerar om samlingen och dess syften." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26338.
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The purpose of this study was to analyse how adults in preschool staff reason about circle time and its purpose as well as children’s participation and planning. The study was conducted as qualitative interviews with four adults in preschool staff. Results from the study show that the planning of the circle time is the responsibility of every adult in preschool staff and demands a grounded and a thoughtful view. The adult in preschool staff also claim that is important to have the children active and included in circle time and that they should be in focus. There are three main reasons why adult in preschool staff decide to have circle time with the children. There are reasons to encourage language, social and emotional development. The literature, however, takes up the collection's purpose is more about providing security, community and school preparation. The biggest reason they also point out the affirmation of the children. Both adult in preschool staff and literature speaks of confirmation and community but the adult in preschool staff does not speak about school preparatory activity that reason that they have set. The study also showed that there are ready-made materials for different kinds of circle time. Children's participation is something that should be the focus of the circle time, but the adult in preschool staff use too often and easy the ready materials instead.
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Müller, Nyman Karin, and Monique Häggebrink. "Stärka barns sociala färigheter i förskolan : Pedagogers upplevelser av att organisera arrangerade lekstunder för en inkluderande verksamhet." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-139603.
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Syftet med denna kvalitativa studie var att undersöka hur pedagoger beskriver möjligheter och hinder med användningen av interaktionsfärdighetsprogrammet Play Time Social Time (PTST) i svensk förskoleverksamhet samt att undersöka hur de upplever att programmet kan främja en inkluderande verksamhet genom arrangerade lekstunder. Fem intervjusamtal har genomförts med två pedagoger som är verksamma på en förskola i Stor-Stockholm. På förskolan genomfördes även en observation under en arrangerad lekstund. Datainsamlingen analyserades kvalitativt och förslag på hur programmet kan anpassas till svensk förskoleverksamhet synliggjordes. Det framkom att de arrangerade lekstunderna bidrog till att samspel uppstod mellan barn som i vanliga fall inte interagerar med varandra samt lockade till lek hos alla barn, men framförallt hos barn som var i behov av särskilt stöd. Studien visar även att arrangerade lekstunder upplevs underlätta för pedagoger i skapandet av en inkluderande verksamhet. Avslutningsvis diskuteras hur pedagoger kan förhålla sig till barnet och lärmiljön och hur PTST kan anpassas till svensk förskoleverksamhet utifrån ett barnperspektiv. Vidare diskuteras vilka förutsättningar pedagogerna behöver för att skapa meningsfulla situationer där barnen kan interagera och inkluderas, samt hur specialpedagogen kan bidra med sin kompetens i detta arbete.<br>The aim of this study was to investigate how two preschool teachers describes possible applications and difficulties that might arise when using the interaction program Play Time Social Time (PTST) in a Swedish preschool. The aim was also to investigate how the playtime activities suggested by PTST that the teachers arranged in their preschool were evaluated by the teachers and if they were viewed as beneficial in promoting inclusion and participation in interactions among the children. Five interviewa with two preschool teachers were conducted who are operating in a preschool in Stockholm, and one observation has been conducted during one arranged playtime. The data collection was analysed qualitatively and gave indications about how PTST can be adapted into Swedish preschool. According to the teachers the arranged playtimes facilitated interaction between children that usually did not interact, as well as they attracted to play for every child, but mostly those children who were in need of special support. The teachers experienced that arranging playtimes contributed to the pursuit of inclusive education. The preschool teachers beliefs about children's learning and the role of the environment in preschool are also discussed and how PTST could be adapted and used into Swedish preschools. The paper discusses how the preschool teachers may create situations so that children interact and participate in an inclusive learning environment and also how special pedagogues may support these processes.<br>Lek och samspel för alla barn i inkluderande förskolemiljöer
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Diaz, Hilda, and Maria Taube-Sandelin. "“Vi är olika med lika värde”: Etniskt mångfald i förskolan : En kvalitativ studie om hur förskollärare hanterar och talar om barns etniska olikheter under samlingen i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38357.
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The purpose of the thesis is to gain knowledge about how preschool teachers talk about the handling of children's ethnic differences circle time. In order to collect data, qualitative interviews with preschool teachers at five different pre-schools in the Stockholm area have been selected. In the result analyzed with discourse analysis as applied and through Laclau and Mouffe's discourse theory, eight different concepts (characters) emerged which preschool teachers use when talking about children's ethnic differences. The result shows which discourses are actualized when preschool teachers talk about children's ethnic differences. Within the various discourses it emerges that preschool teachers talk about differences by using the concepts of differences, language, culture, ethnicity, interculturalism, justice, identity and equal value. Some of the preschool teachers talk about the concept of ethnic differences as a possible exclusion of children's equal value, which means that they instead want to talk about similarities. What has emerged from the study is that the concept of ethnic differences can be replaced by ethnic diversity in order to enable another meaning which also covers everyone's equal value.<br>Uppsatsens syfte är att få kunskap om hur förskollärarna talar om hanteringen av barns etniska olikheter under samling. För att samla in data har kvalitativa intervjuer med förskollärare vid fem olika förskolor i Stockholmsområdet genomförts. I resultatet som analyserats med diskursanalys som ansats och genom Laclau och Mouffes diskursteori framkom åtta olika begrepp (tecken) vilka förskollärare använder sig av när de talar om barns etniska olikheter. Resultatet visar vilka diskurser som aktualiseras när förskollärarnas talar om barns etniska olikheter. Inom de olika diskurserna framkommer att förskollärarna pratar kring olikheter genom att använda begreppen olikheter, språk, kultur, etnicitet, interkulturalitet, rättvisa, identitet och lika värde. Några av förskollärarna talar kring begreppet etniska olikheter som ett möjligt uteslutande av barns lika värde vilket leder till att de istället vill prata om likheter. Det som framkommit i studien är att begreppet etniska olikheter kan ersättas av etnisk mångfaldför att möjliggöra en annan innebörd vilken även omfattar allas lika värde.
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Saldanha, Gomes Cécilia. "Activité physique, exposition à la télévision et alimentation du jeune enfant (2-5 ans) : Impact sur l’adiposité." Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS559/document.
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L’épidémie de surpoids et d’obésité concerne également les jeunes enfants, se caractérise par d’importantes inégalités sociales et entraîne des conséquences graves pour la santé à court, moyen et long terme. Les comportements impliqués dans la balance énergétique, à savoir l’activité physique, l’exposition à la télévision et l’alimentation pourraient jouer un rôle déterminant vis-à-vis du risque d’obésité du jeune enfant et sont potentiellement modifiables. Les objectifs de ce travail étaient d’étudier l’association entre ces comportements, considérés isolément mais aussi de manière intégrée sous forme de clusters multi-comportementaux à 2 et 5 ans, et le risque d’obésité et ce, séparément chez les filles et les garçons. Le risque d’obésité a été appréhendé au travers de la masse grasse à 5 ans et de l’âge au rebond d’adiposité. Le travail s’appuie sur les données de la cohorte EDEN. A 2 ans, le temps de jeux extérieurs chez les filles et le temps passé devant la télévision chez les garçons étaient respectivement associés inversement et positivement au pourcentage de masse grasse à 5 ans. A 2 ans, nous avons identifié des clusters multi-comportementaux caractérisés principalement par la fréquence de consommation d’aliments et de boissons à forte densité énergétique. Ces derniers n’étaient pas liés longitudinalement au pourcentage de masse grasse à 5 ans. Les clusters identifiés à 5 ans (4 clusters chez les filles et 2 chez les garçons) étaient principalement différentiés par l’exposition à la télévision ; chez les garçons la surexposition à la télévision était en outre associée à de moins bonnes habitudes alimentaires, tandis que chez les filles toutes les combinaisons possibles de niveaux d’exposition à la télévision et d’activité physique en extérieur (jeux/marche) étaient observées au sein des clusters. Les filles appartenant au cluster « Exposition très élevée à la télévision – Activité physique extérieure élevée » à 5 ans avaient un pourcentage de masse grasse plus élevé que celles du cluster de référence « Exposition modérée à la télévision – Activité physique extérieure plutôt élevée ». Par ailleurs, une plus forte adhésion au profil alimentaire «Aliments transformés, ou type fast-food » (identifié dans des travaux précédents) à 2 ans était associée à un âge plus précoce du rebond d’adiposité, défini comme intervenant en moyenne avant 3,7 ans dans les 2 sexes. Enfin, la position socioéconomique était inversement associée au temps passé devant la télévision ainsi qu’aux clusters caractérisés par une surexposition à la télévision et/ou de moins bonnes habitudes alimentaires ou de repas. Ces travaux montrent que tous les comportements impliqués dans la balance énergétique influencent le risque ultérieur de surpoids et d’obésité, mais avec une temporalité différente, sur des marqueurs de risque distincts et de façon variable en fonction du sexe de l’enfant et de son origine sociale. Ils montrent aussi que ces comportements se combinent de façon complexe et variable selon le sexe, et suggèrent que certaines typologies comportementales confèrent un risque plus élevé d’accumulation excessive de masse grasse. Ces résultats nous invitent à mettre en place des stratégies de prévention de l’obésité intégrant tous les comportements impliqués dans la balance énergétique et ce dès le plus jeune âge. Les efforts doivent viser à réduire le temps passé devant la télévision, en particulier dans les familles les plus modestes, tout en promouvant l’activité physique, en particulier en encourageant les petites filles aux jeux actifs à l’extérieur. En parallèle, il semble pertinent d’inciter les familles, et ce dès la grossesse, à adopter une alimentation proche des recommandations, en insistant sur l’importance des habitudes de repas, télévision éteinte et sans mise à disposition de boissons sucrées. Compte tenu de son approche holistique de la famille, le médecin généraliste est un vecteur idéal de ces messages de prévention<br>The epidemy of obesity concerns also young children, is characterized by important social inequalities and has important consequences on health in the short, medium and long-term. Energy balance-related behaviors, namely physical activity, television exposure and diet, may be important in young children in determining subsequent obesity risk, and are potentially modifiable. The objective of this work was to examine the association between energy balance-related behaviors, considered in isolation or in combination (via cluster analysis) at 2 and 5 years of age, and obesity risk in boys and girls separately. Obesity risk was assessed by the percentage of body fat at 5 years and the age of the adiposity rebound. The work is based on data from the EDEN birth cohort. At 2 years, outdoor play time and television watching time were respectively, inversely and positively associated with the percentage of body fat at 5 years. At 2 years, 2 clusters emerged that were essentially characterized by opposite eating habits, with intake of energy-dense food and sweetened beverages being the most discriminating feature. At 5 years, clusters (2 in boys, 4 in girls) were mainly differentiated by the level of television exposure; in boys, high television exposure combined with unhealthy eating habits, while in girls, all possible combinations of the level of television exposure and time spent in outdoor physical activity (play and walk) were observed within clusters. Girls belonging to the ‘Very high television exposure – High outdoor physical activity’ cluster had a significantly higher percentage of body fat than girls in the reference cluster (labeled ‘Moderate television exposure – rather high outdoor physical activity’). Furthermore, a higher score on the ‘Processed and fast foods’ pattern (identified in a previous Eden analysis) at 2 years was associated with an earlier age of adiposity rebound (here defined as before 3.7 years on the average in both sexes). Maternal education level (taken as a general indicator of socio-economic position (SEP)) was inversely related to television viewing time as well as clusters characterized by a high level of television and/or less favorable eating habits (eating while the television is on and drinking sweetened beverages at mealtimes). These results suggest that all three-energy balance-related behaviors influence the subsequent risk of obesity, but with different timing of influence, on distinct markers of obesity risk, and in a way that differ according to the child’s sex and his/her family’s SEP. Furthermore, results suggest that these behaviors combine in complex ways that differ in boys and girls, and that identification of behavioral typologies based on specific combinations of behaviors may be useful to distinguish groups of children with different levels of risk. These results plead for integrated obesity preventive strategies targeting all three-energy balance-related behaviors, and implemented as early as possible, ideally before the age of 2. Efforts should strive to decrease television viewing time, especially in low SEP families, while simultaneously promoting physical activity, in particular by encouraging young girls to engage in active outdoor play. In parallel, it appears important to encourage mothers, especially from low SEP families, to follow diet guidelines and adopt favorable mealtime routines (e.g., turning off the television during meals, and proposing water rather than sodas at mealtime). Because of their frequent and continued contact with parents and their children throughout childhood, family physicians are particularly well positioned to help parents promote and support the development of early healthful physical activity and diet habits of children, starting in early childhood
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Rowe, Trevor. "The Effect of Prosody on Preschool Children’s Emotional, Cognitive, and Behavioral-eye and Behavioral-body Engagement during Story Time." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5225.
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Many children have insufficient early literacy experiences and fail to obtain proficient emergent literacy before they enter kindergarten. Reading to young children has been positively linked to improving their emergent literacy. Numerous factors influence how engaged children are while being read to including the adult’s prosody, receptive vocabulary, and the home literacy environment. Using a quantitative quasiexperimental design, this study sought to understand the association among prosody, child engagement (emotional, cognitive, behavioral-eye, and behavioral-body), receptive vocabulary, and the home literacy environment. The sample included 76 3-5 year-old children from local child care centers and their parents. To understand the relationship between prosody and engagement, children were randomly assigned to watch a story with typical or high prosody. Emotional, cognitive, behavioral-eye, and behavioral-body engagement measures were used to understand how engaged children were in the story. Children’s receptive vocabulary was assessed, and parents completed a home literacy survey. The moderating effects of receptive vocabulary and the home literacy environment (i.e., how much time parents spent reading to children and children’s TV time) between prosody and each type of engagement was examined. Children’s engagement did not differ between typical and high prosody stories. A statistically significant relationship was found between the cognitive and behavioral-eye r(74) = .44, p < .01, cognitive and behavioral-body r(74) = .30, p < .01, and behavioral-eye and behavioral-body engagement measures r(74) = .72, p < .01. Receptive vocabulary and the home literacy environment did not moderate the relationship between story prosody and any type of engagement.
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Sareh, Narges. "The Relationship Between the Amount of Time Spent in the Block Center and Gender Differences in Preschool Children’s Spatial Performance." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3830.
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The current study investigated whether there is a relationship between the amount of time children spend in the block center and their spatial skills, as well as the gender differences in the amount of time children spend in the block center and in their spatial skills. In addition, other factors influencing spatial skills were examined (e.g. child’s age, parents’ level of education). Using a correlational quantitative design, 75 preschoolers in eight Head Start classrooms were observed three times during their free play time. An existing instrument was used (TOSA: Verdine & Golinkoff, 2018) to measure children’s spatial skills. In addition, children’s parents reported the amount of time children played with spatial toys at home. Boys spent more time playing in block center than girls, however, there was no significant difference between boys’ and girls’ spatial skills. Children who spent more time in the block center scored higher in the spatial test, and a trend emerged suggesting time in the block area might benefit girls more than boys. Child’s age and parents’ level of education were predictors of spatial skills, but they did not moderate the relationship between spatial skills and the amount of time children spent in block center. The findings highlight the potential of playing with blocks in developing and improving spatial skills. Teachers and administrators should provide more opportunities for children to improve their spatial skills, especially children who are from low SES families. This study had some limitations such as the small sample size and the limited observation time. There is a need for more investigations and experiment to find strategies to engage children in spatial play and support the improvement of their spatial skills.
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Lantier, Caitlin E. "A Snack Time Intervention for Children with Developmental Disabilities: Steps to Increase Exploration, Communication, and Participation." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338331523.
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Lundqvist, Johanna. "Educational pathways and transitions in the early school years : Special educational needs, support provisions and inclusive education." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126011.
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The overall aim of this research is to describe and analyse the educational pathways from preschool to school of a group of children with and without special educational needs. The aim is also to describe and analyse children’s views and experiences of early years education, and how these can be obtained. The research comprises six studies that are presented in four articles and two conference papers. Longitudinal and multiple-case study designs, and mixed method approaches are adopted in the empirical studies, and the data is collected via observations, a questionnaire, documents, conversations and interviews with staff, children’s drawings and interviews with children. The results from the empirical studies show a variation of pathways to compulsory education; changes in activities and relationships in the transitions; a variation in preschool quality; a broad conceptualising of special educational needs; an application of comprehensive or specialised typologies in the educational settings; an undecided and cautious attitude toward inclusive education; an allocation of generous resources to specialised and segregated programmes; and a diversity of support provisions. The children report more positive than negative experiences of their early school years and pinpoint the importance of having a sense of belonging among peers; opportunities for creative play and thinking; experiences of speed, excitement and physical challenges; elements of cosiness, withdrawals and comfort for recreation; experiences of growth in knowledge and understanding of the world; feeling safe; feeling free and autonomous; and preventing homesickness in order to thrive. The results of the literature review are that the researchers may obtain data from children with and without special educational needs by means of traditional and innovative data collection methods. For broadening participation and sharing of views, the researchers may offer relational and material support. The thesis has relevance for researchers in the field of special education, inclusive education and early childhood education and care. It has also relevance for teacher training, policy makers and stakeholders, school heads, teachers and families.<br><p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.</p>
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Jäger, Viola. "Utevistelsen: Miljödidaktik och/eller rörelseglädje? : Förskolpedagogers syn på utevistelsen." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36589.
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Detta examensarbete handlar om hur pedagoger ser på utevistelse och dess lärande samt hur de använder utevistelse i sitt pedagogiska arbete. Frågeställningarna som ställdes var: Hur ser pedagoger på utevistelse och lärande? Hur använder de utevistelse i sitt pedagogiska arbete? Begreppen arbetet utgick ifrån för att kunna svara på frågeställningarna var barns rörelseglädje och miljödidaktik. För att ta reda på detta användes enkätundersökning som metod. Enkätundersökningarna skickades ut till de förskolor i en viss kommun, som förskolecheferna godkände. Resultatet från enkäterna som skickades ut visade på att det var en blandning mellan de båda begreppen som användes i denna undersökning. De flesta gångerna förskolorna gick till lekparken eller skogen var både planerade och oplanerade, då pedagogerna ansåg att barnen behöver båda.<br>The purpose with this study was to see how preschool-teachers see on the time outdoors and the learning it leads to, and also how they use the time outdoors in their educational work. The questions were as following: How do preschool-teachers look upon the time outdoors and learning? How do preschool-teachers use the time outdoors in their educational work? The concepts of children’s joy of movement and environmental didactics were assumed to answer the questions in this study. To answer these questions survey were used as a method. The survey was sent out to most of the preschools in a municipality. The results of the surveys that came back showed that it’s a mixture of the both concepts that were used in this study and that the most times at the playground or in the woods were both planned and unplanned, because the teacher’s assumes that the children needs both.
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Weidmert, Niklas, and Lina Svensson. "Utomhuspedagogik i tiden." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32488.
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Tidigare forskning kring utomhuspedagogik studerar i stor utsträckning fördelar och nackdelar. I denna studie lyfts frågor om hur förskollärare nyttjar tiden och miljön i utomhusvistelsen. Studien jämför hur mycket tid det läggs på planerade pedagogiska aktiviteter utomhus jämfört med hur mycket total utomhusvistelse förskolorna har. Vår upplevelse är att nästan all tid man vistas utomhus är förlagd till fri lek och orsakerna till detta är något vi undersöker i denna studie. Fyra förskolor medverkar i studien och enskilda intervjuer har gjorts med åtta utbildade förskollärare. Studien visar att miljön har betydelse för hur mycket lärandetid det är som läggs utomhus. Brist på tid och resurser (personal, pengar och utbildning) ses som en begränsning till hur mycket förskolorna arbetar med utomhuspedagogik. Kunskaper om utomhuspedagogik och förskollärares inställning och förhållningssätt till denna pedagogik tycks enligt de intervjuade påverka dem i hur mycket pedagogiskt planerade aktiviteter de förlägger utomhus. Studiens resultat visar att vistelsen utomhus mestadels är förlagd till fri lek. Det förvånade oss att en förskola med stor gård och närhet till både skog och hav/sjö sällan tar tillvara på miljön för att skapa ett lärande. Anledningen är att det är många barn per förskollärare. Samtidigt visar den procentuella jämförelsen på att denna förskola har ungefär lika mycket pedagogiskt planerade aktiviteter kontra total utomhusvistelse som några av de andra förskolorna i studien. Förskollärarna i vår studie påpekar att de vill ha ett samspel mellan planerade aktiviteter och fri lek (där spontant lärande ingår) för att skapa en variation som ska hjälpa barnen att komma vidare i sin utveckling. Här ser vi att de har mycket att arbeta med för att skapa detta samspel då den största delen av tiden utomhus spenderas till fri lek.<br>Earlier studies show in big expansion of the positive and negative outcomes of outdoor education. The focus in this study is on how preschool teachers use the environment to create a learning situation and how they use the time spent outdoors. This study compares the time spent on planned educational activities outdoors versus total time spent outdoors. Our experience is that almost all time spent outdoors are located in free play and the reasons for this is something we examine in this study. Four preschools participate in this study where interviews were conducted with eight preschool teachers. The study showed that the environment had an impact on how much learning time is spent outdoors. Lack of time and resources (staff, money and education) is seen as a limitation on how much time the preschools are working with outdoor education. Knowledge about outdoor education and the attitude and approach of the preschool teachers to this type of pedagogy seem to have an impact on how much time they are using on planned educational activities placed outdoors. The results of the study show that almost all time spent outdoor was used for free play. We were surprised about that one of the preschools didn’t take advantages of outdoor environment even though they have a big yard and are placed near a forest, a lake and an ocean. The reason is that there are many children per preschool teachers. This preschool has about as much planned educational activities versus total time spent on free play outdoor as some of the other preschools in the study, in percentage terms. To create a variation that will help children to make progress in their development, the preschool teachers in our study point out that they want to have an interaction between planned activities and free play (where spontaneous learning are included). The teachers have much to work with to create this interaction since the study showed that they spent most of the time on free play outdoors.
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Linharelhos, Diana Patrícia Simões. "Relatório da prática de ensino supervisionada do mestrado em educação pré-escolar e ensino do 1º ciclo do ensino básico - A hora do conto...No tempo em que os animais falavam." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/26421.
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O presente estudo inseriu-se no âmbito da unidade curricular Prática de Ensino Supervisionada (PES), do plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo, da Universidade de Évora, tendo como finalidade a obtenção do grau de mestre. A investigação sustenta-se na ação educativa desenvolvida em contexto de Educação Pré-Escolar e de 1º Ciclo do Ensino Básico, focando-se na temática da Hora do Conto em contexto formal. Assim, pretende-se compreender se a Hora do Conto contribui para estimular, nas crianças, uma maior procura e um maior contacto com o livro e com a leitura.
Este estudo sustentou-se na metodologia de investigação-ação, para a qual realizei uma recolha de dados recorrendo a algumas técnicas e instrumentos, de forma a conseguir responder às questões delineadas e alcançar os objetivos definidos.
A fundamentação teórica foi elaborada com recurso ao conhecimento e experiência de diversos autores que exploraram as questões da Hora do Conto, dos seus rituais, dos aspetos positivos associados ao “ler” ou ao “ouvir ler”, e da importância do livro, entre outras.
Os resultados que emergiram deste estudo parecem indicar que é possível realizar a Hora do Conto tendo como intenção: a partilha de afetos e o prazer na escuta e na leitura de histórias; Report on Supervised Teaching Practice in Pre-School Education and Teaching of the 1st Cycle of Basic Education - Story time... At the time animals spoke...
Abstract:
The present study is part of the curricular unit of Supervised Teaching Practice, which is in master’s degree plan in Preschool Education and 1st Cycle Teaching at the University of Évora.
The research is based on the educational action developed in the context of preschool education and elementary school, focusing on the theme “Story Time” in formal context. We intend to realize if Story Time contributes to stimulate more demand and more contact with books and reading.
This study was based on the action-research methodology, for which I performed data collection using some techniques and instruments, in order to be able to answer the questions outlined and achieve the defined objectives.
The theoretical foundation will be expressed using the knowledge and experience of several authors who explored the subject “Story Time”, their rituals, the positive aspects of reading or listening, and the importance of books, among others.
The results that emerged from this study seem to indicate that it is possible to perform Story Time with the intention of sharing of affections and pleasure in listening and reading stories.
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Wecklauf, Marlen, and Maria Udo. ""Kalle får inte sova idag" : En vetenskaplig essä om äldre barns vila på förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30215.
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Vår vetenskapliga essä handlar om vilan bland de äldre barnen i förskolan. Den vänder sig till studenter inom förskoleutbildningar, alla verksamma inom förskolan och andra som vilar med barn. Inledningsvis får vi möta Marlen som ställs inför dilemmat när ett barn som inte får somna, somnar. Vi möter även Maria som får en väldigt stressad vila när organisationen kring vilan brister. Vi upplever att vilan är en av de mest oreflekterade delarna av förskolans verksamhet, ändå har många väldigt starka åsikter om hur den ska gå till. Vi vill med denna essä undersöka hur vi ser på vilan i förskolan idag. Frågor vi undersöker är vad vila är och varför den behövs? Hur kan förskollärare möta barns, föräldrars och pedagogers olika perspektiv kring vilan? Vilka möjligheter ges barn i förskolan till medbestämmande i sin egen vila? Reflekteras det över vilans betydelse i förskolan och hur kan reflektionen i så fall påverka verksamheten kring vilan? Detta undersöker vi genom en hermeneutisk forskningsansats och vi använder hela tiden skrivandet som en metod för att kunna reflektera vidare och söka svar i vår praktiska kunskap. Genom olika teoretiska perspektiv, främst inom etik och reflektion med inspiration från bland annat Eva Johansson och Maria Hammaren får läsaren en bättre förståelse kring problematiken som beskrivs i våra berättelser. Genom reflektion kring detta tittar vi även närmare på barnkonventionen och förskolans läroplan. Vi beskriver hur stressen ökar hos dagens förskolebarn och tittar över olika alternativ till den traditionella vilan som kan motverka detta, så som yoga, massage och miljö. Essän kommer inte fram till något optimalt sätt att vila med äldre barn, vilket inte heller var vårt syfte, utan den undersöker olika alternativ. Vi kommer fram till en förnyad förståelse över hur viktigt det är med tid för återhämtning och att pedagoger reflekterar över vilan och sitt förhållningsätt kring detta.
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Carson, Valerie Lynne. "Screen time and seasonal variation in physical activity among preschool children in Edmonton :." 2009. http://hdl.handle.net/10048/478.
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Thesis of (M.A.)--University of Alberta, 2009.<br>Title from pdf file main screen (viewed on August 25, 2009). "Fall, 2009." At head of title: University of Alberta. A thesis submitted to the Faculty of Graduates Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, Faculty of Physical Education and Recreation, University of Alberta. Includes bibliographical references.
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Carson, Valerie. "Screen time and seasonal variation in physical activity among preschool children in Edmonton." Master's thesis, 2009. http://hdl.handle.net/10048/478.
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Background: The prevalence of childhood overweight and obesity is increasing worldwide. One main determinant of overweight and obesity is inactivity. Little is known about the factors that influence physical activity and sedentary behaviour among young children. Seasonal variation was examined as a correlate of physical activity in both a literature review and in a sample of pre-school children in Edmonton, Alberta. Neighbourhood socioeconomic status (SES) was examined as a correlate of screen time use in the same sample of children.
Methods: For study 1, databases were searched for studies on seasonal variation in physical activity levels. Studies 2 and 3 involved a sample of 4- and 5-year-old children, who were attending a health center in and around Edmonton, Alberta for preschool immunization between November, 2005 and August, 2007. Parents provided proxy reports of their children’s screen time viewing and physical activity. Height and weight were measured by a trained health assistant and body mass index (BMI) was calculated. Children’s postal codes were retrieved from health records to calculate neighbourhood SES through census data. The month the proxy report was completed was used to determine seasonality. Several regression models were constructed to examine relationships between variables in studies 2 and 3.
Results: The review of literature revealed that 83% (29/35) of the studies found seasonal variation in physical activity among children and/or adolescents. For study 2, total physical activity as well as active play, weekday and weekend minutes were highest in the summer and lowest in the winter. Finally, neighbourhood SES was a predictor of screen time and TV/video use for girls but not for boys in study 3.
Conclusion: Some consideration should be given to increasing physical activity opportunities in the winter for children, especially in areas of the world that experience extreme winter conditions. As well some consideration should be given to providing alternative activity opportunities for young girls who live in lower SES neighbourhoods.
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Nel, Tracy. "The role of planning time in inducting preschool children into aspects of schooled literacy." Thesis, 1996. http://hdl.handle.net/10413/3292.
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This dissertation describes a microethnographic study of the induction of preschool children
into the practices of schooled literacy at an ex-Natal Education Department,
Anglican-affiliated preschool. The sources of data are participant observation and
audio-recordings of planning time interaction; interviews with key informants; and site
documentation.
The principal finding of the study is that planning time, a seemingly inconsequential
preschool event, differentially inducts children into literacy practices that anticipate
expository reporting. Such literacy practices carry high prestige in Western capitalist
society, being the recognised convention for presenting and contesting information.
Planning time was originally designed as an intervention program to facilitate
nonmainstream literacy acquisition by making the conventions explicit, thus minimising
cultural and linguistic discontinuities between home and school-based literacy practices.
However at Church Preschool, an essentially closed environment with access controlled by
mechanisms such as waiting lists, this event has been co-opted to further maximise
mainstream advantage. The data reveals that, despite a rhetoric of openness in making the
norms explicit, planning time only inducts nonrnainstream children into elementary literacy
practices. Beyond that point, the conventions become increasingly implicit and depend on
shared knowledge of mainstream norms.
Planning time functions as a covert gatekeeping event that effectively maintains the status
quo by guarding access to powerful literacy practices. The tension between the rhetoric of
openness and the reality of who gains mastery of the literacy practices suggests that planning
time restricts access not on the level of entry, but at the point of acquisition.<br>Thesis (M.A.-Linguistics) - UnIversity of Natal, 1996.
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Lee, Ru-Fang, and 李如芳. "Understanding the Subjective Experience of Hospitalized Life in Preschool Children: View from Time Point." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/52739953235468809067.
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碩士<br>高雄醫學大學<br>護理學系碩士班<br>105<br>The purpose of this study is to understand the subjective experience of hospitalization life in preschool children. This study was conducted by the exploratory research and descriptive method, and the method of study was mainly the purposive sampling and interview fifteen preschoolers their hospitalization in Kaohsiung region about life events by chart card, picture books and clock tools. A therapeutic game is designed to assist the preschool children thinking and answering questions, and the researchers to collect and analyses data.
The data analysis that to understand the subjective experience of hospitalization life in preschool children：view from time. There can be summarized three themes:“Change of lifestyle” “Changes in interpersonal relationships”“ Changes in the environment” .six sub-themes:“Interesting school life compared to boring hospitalization” “Unfamiliar time”“ Rely on watching TV, play mobile phones, sleep so that time faster in the past”
“ Miss with the brothers and sisters, friends, happy time with fun”“ Rely on a dream to find friends”“ By relying on the stress of reading out digital decentralized treatment”
The result of this study show that to understand the subjective experience of hospitalization life in preschool children：view from time point. From subjective experience and time perception in the original condition phenomenon that feel time for a long time because lose the classes and games, miss brothers or sisters and friends feel sad, loss of familiar goods and feelings of fear treatment.
We hope to improve to understand the subjective experience and time perception responses, and assist the nursing staff caring for preschool children to adjustment changes in time of hospitalization, the result of this study can be applied as reference for the nursing education and nursing administration and to promote nursing research.
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Liao, Jhih-Cian, and 廖智千. "The effect of acute step exercise on reaction time and Event-related potentials in preschool children." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90807810993994892928.
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碩士<br>國立臺灣師範大學<br>體育學系<br>100<br>Children will be the backbone of our country in the future. The interest in the effect of physical activity on children’s brain and cognition has grown in recent years. Preschool period is critical for children’s neuro-cognitive development. However, little is known about the effects of acute exercise on neuro-cognitive function during preschool age. As such, the purpose of this study was to investigate the effect of acute step exercise on preschool children’s neuro-cognition. Twenty preschool children participated and were divided into experimental group and control group (10 children each group). The experimental group completed 10 min of acute step exercise, whilst the control group took a 10 min rest. The reaction time and event-related potential during the Flanker test were recorded before and after the intervention. A series of T-test were employed on the reaction time, N100 latency, N100 amplitude, P300 latency, and P300 amplitude to examine the difference between the two groups. The result indicated that after acute exercise, the P300 latency of experimental group is shorter than that of control group. The findings support the notion that acute exercise has a positive impact on neuro-cognitive function of preschool children.
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Lin, Pu-Hung, and 林步鴻. "The Correlation of Screen Time and Sleep Quality, Psychosocial Adaptation and Parent-Child Interaction in Preschool Children." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2vk9nq.
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STRNADOVÁ, Ladislava. "Jak by moje dítě mělo trávit volný čas? (náhled do představ rodičů dětí předškolního věku)." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-172990.
Full textAbstract:
This thesis represents the different theoretical concept of leisure time set in a historical context. Presents an overview of researches in the area of spending leisure time and parents´ opinions on leisure activities of their children. This thesis deal with social determinants of spending leisure time. Also includes a view of leisure time as a tool for educational action. The research is focused at parents of preschool children. It examines parents´ perceptions of the ideal way in which their children spend their leisure time. The research asks parents what they consider as a leisure time, determinants of spending leisure time. Further asks for what parents prefer or vice versa reject like a way of spending leisure time and what they consider as suitable or unsuitable activities of leisure time.
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Boháčiková, Dominika. "Přetěžování dítěte volnočasovými aktivitami." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-332382.
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Anotation: This thesis deals with leisure activities of children of preschool age and children of school age and it is trying to discover their favorite activities and interests, regularly visited leisure and quantity of it. The theoretical part deals with terms as free time, family, child of preschool age and child of school age, education in free time. It also deals with overloaded children and with problems associated with overloading. The aim of this thesis is the evaluation and analysis how children of preschool age and children of school age spending their free time. Through research questions we were trying to find out how children spend their free time and how many aktivities do they have in their free time. The empirical part contains the analysis of used methods , research investigation in the kindergarten and primary school in Martin. It also includes treatment of results - Its processed in tables, graphs and written comments.