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Johnson, Cassandra. "Concepts About Print and Literacy Skill Acquisition of Preschool Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1359.
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Choosing the most effective method of teaching literacy acquisition that will improve student achievement is a challenge for many early childhood educators. The problem is the target school district where this study took place did not have a curriculum for preschool teachers to use that provided reading instruction. The purpose of this causal comparative study was to explore the relationship between Concepts About Print (CAP) scores of preschool students who received direct CAP instruction and those who received indirect instruction through indirect reading and writing activities. Guided by Marie Clay's theory, which concludes that reading difficulties among beginning readers stem from a lack of attention to print concepts, this study examined students' knowledge of print conventions. A comparative research design compared pre- and post-test scores on the CAP assessment. An analysis of covariance with the pretest as the covariate was also performed in this study. Results revealed that students who were taught print concepts directly scored higher on the CAP assessment than did the students who were taught indirectly. Research findings from this study could aid administrators in the target school district with developing a technique to teach reading for preschool teachers on the local level, which will lead to social change by providing each preschool student with the strong literacy foundation needed to ensure later school success. Lifelong readers can begin in preschool.
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Ellis, Stacy Michelle. "Supporting social concepts in the preschool play environment perspectives on teacher decision making /." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0023845.
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Nichols, Annemarie. "Utilizing music to teach basic spatial concepts to preschool children the impact on acquisition /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/380.
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Galvez, Valla Elizabeth. "THE EFFECTS ON PRESCHOOL CHILDREN'S DEVELOPMENT OF NUMBER CONCEPTS: MICROCOMPUTER VS. CONVENTIONAL TECHNIQUES (COMPUTERS)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/291713.
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Ayob, Sameera. "Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60959.
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In this study, the experiences of six-year-old preschool learners in a structured movement educational assessment activity are explored. This qualitative study focused on the role of structured movement educational assessment activities in preschool learners, and assessed the way in which movement as a medium in a structured movement educational assessment activity supports learners understanding of numeracy and literacy concepts. A case study design was utilised to gather information about the experiences of the preschool learners during the activities, as well as the class teacher who facilitated the sessions. Data was collected by means of semi-structured interview, non-participant observations, a research journal, observation sheets, reflection notes, document analysis (worksheets of learners) and visual data (photographs). Thematic data analysis was applied to the gathered data, and various themes and sub-themes were identified. These were confirmed by the participants before the completion of the study.
The study adhered to the norms, values and principles of qualitative research, which entailed dealing professionally with aspects related to the different modalities of data. Further principles, namely that of informed consent, confidentiality, protection from harm, trustworthiness and anonymity, privacy and empowerment, caring and fairness were also adhered to (McMillan, & Schumacher, 2010).
This study found that the value of structured movement educational assessment activities strongly create positive outcomes associated with preschool learners in terms of their social and cognitive development. Furthermore, when preschool learners are physically involved in movement activities, they engage in tasks of listening, seeing, and doing, and practical application of concepts of numeracy and literacy. The finding further suggests that the value of assessing the preschool learners qualitatively during practical activities seemed favourable, as underlying conceptual knowledge of numeracy and literacy difficulties, as well as poor motor skill acquisition, were identified during the structured movement activities.Dissertation (MEd)--University of Pretoria, 2016.
Educational Psychology
MEd
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Chang, Li-chun. "The development of racial attitudes and self-concepts of Taiwanese preschoolers /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Frank, Susan Thomas. "The Use of Explicit, Non-Evocative Print Referencing with Preschool Children At-Risk: Implications for Increasing Print Concept Knowledge." UKnowledge, 2012. http://uknowledge.uky.edu/rehabsci_etds/17.
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The purpose of this research study was to investigate the learning of print concepts (PCs) by preschool children at risk for literacy problems using an experimental treatment: explicit, non-evocative print referencing. Children from low socio-economic status (SES) families have been determined to be at-risk for literacy learning problems including a reduced knowledge of print concepts.
The study incorporated a multiple group (experimental and control) time series design with persistent insertion of treatment to those subjects who were assigned to the experimental condition. Participants included 25 children at-risk, ages 4:0- 4:11 (years: months) who qualified for pre-school services and for subsidized childcare (low SES). Participants received eligibility pre-testing and a standardized test of print concept knowledge (PCK).The children were randomly assigned to the experimental or control condition. Children in the experimental condition received three treatment sequences of two illustrated story books read to them each day for three days with the adult reader using the experimental treatment of verbal descriptions and gestures to point out PCs. At the end of each treatment sequence the children were tested for PCK. This intermittent testing helped determine which concepts were learned using this treatment and at what level of dosage of the treatment. Children in the control condition were periodically tested for their PCK and only receive the “business as usual” class room references to print.
Results of data analysis indicated a significant increase in the learning of print concepts by the children enrolled in the experimental condition compared to those in the control condition and suggested that some print concepts were more easily learned using this intervention than others.
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Brown, John F. "The acquisition of number concepts : the role of the representational number line in the development of numerical cognition on preschool children." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508051.
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Susanna, Andersson, and Hanne Pettersson. "Systematiskt kvalitetsarbete - Ett verktyg för en likvärdig förskola? : En kvalitativ studie om hur systematiskt kvalitetsarbete kan användas som verktyg i sträva mot en likvärdig förskola, ur förskollärare och rektorers perspektiv." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46084.
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This study sheds light on preschool teacher’s and principal’s view and practice of how systematic quality work affects the equality in preschools. In January 2020, the convention on the rights of a child became part of Swedish law, which strengthened children’s rights in the Swedish society and childcare. The preschool’s current curriculum states that all children have the right to equivalent preschool education. In order to advance towards fulfilling this objective, the application of SKA is utilized as a means to monitor quality and ensure development. Our purpose with this study is to examine preschool teachers and assistant principal’s perception of systematic quality work in relation to equivalent preschool education along with the work of equal treatment - which is practiced within preschools. We will also define how they experience their opportunities within this matter. We mean to further examine how the convention on the right of a child’s integration in Swedish law affects the work of preschool staff. The desired outcome of this research study is for it to contribute to a more profound development of practices in preschool education. This qualitative study was supported by arranging interviews, involving four preschool teachers along with two assistant principals. When we compiled our data, we were able to draw a connection between the participant’s interpretation of the concept of equality and quality within preschools. In summary, we see a connection in children being deprived of their right to equality within the preschool and surrounding factors, which explains this finding. In our compiled data, there is seemingly a diversity in how concepts are perceived among the principles within the preschool organisation. Apparently, various structural frame factors also had a significant impact on the preschool’s equality. In our findings it appeared so that teachers' approach towards children’s different needs and prerequisites was vital to work supportively for children’s right to equality in preschools, which in turn also affects the quality of the preschool itself.
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Alves, Maria Madalena Martins. "Ideias e conhecimentos sobre os objectivos e natureza da linguagem escrita de crianças sem educação pré-escolar à entrada para a escola." Master's thesis, Instituto Superior de Psicologia Aplicada, 1998. http://hdl.handle.net/10400.12/300.
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Nordin, Maria, and Johannah Tapper. "Små barn leker med matematiska begrepp : En studie om i vilka spontana lektyper förskolebarn använder jämförelseord och lägesord." Thesis, University of Skövde, School of Humanities and Informatics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2742.
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Denna studie syftar till att undersöka i vilka spontana lektyper inomhus, förskolebarn uttrycker matematiska begrepp. Bakgrunden till studien är att vi anser att matematikarbetet på förskolan ska utgå från barnens perspektiv och då har leken en viktig betydelse. Leken ses som en central del för matematiklärandet och begreppsbildningen och därför är förskolan en lämplig plats för denna studie. Om barnen redan på förskolan skapar ett intresse och börjar använda matematiska begrepp gynnar det även den begreppsanvändning som krävs i skolan. Med inspiration av ett etnografiskt förhållningssätt har det genomförts observationer på två förskoleavdelningar, vid sju tillfällen på varje avdelning. Avsikten har varit att observera barns matematiska begreppsanvändning i den spontana leken. Vid observationerna har ett särskilt framtaget observationsschema använts för att dokumentera vilka lektyper och matematiska begrepp som observerats. Resultatet visar att olika lektyper stimulerar olika begrepp och de begrepp som uttrycks mest är jämförelseord. De lektyper som framkom i resultatet är; rollek, bygglek, lego, spel, bilar, figurer, dockor och övrigt. Avslutningsvis diskuteras resultatet och metoden i förhållande till litteraturen och våra egna tankar. Tre teman är framtagna i resultatdiskussionen; språket, leken och miljön med utgångspunkt i barnens begreppsanvändning och lektyperna.
This study aims to examine in which spontaneous play indoors, children in preschool expresses mathematical concepts. The background to the study is our belief that the mathematics work in preschool should be assumed from the children's perspective and that play has an important role in that work. The spontaneous play are a central part of mathematics learning and conception and therefore is preschool an appropriate place for this study. If children in preschool at an early stage creates an interest and begin using mathematical concepts if also favors the concept of use, that required in school. Inspired by an ethnographic approach, there have been observations of two preschool departments, on seven occasions in each department. The intention has been to observe children's mathematical concepts used in the spontaneous play. At the observations, a designed observation chart has been used to record the play types and mathematical concepts observed. The result shows that different play types stimulate different concepts, and the concepts that are mostly expressed are comparison words. The play types that emerged in the result are; role play, construction play, lego, games, cars, figures, dolls and others. To sum up, we discuss the result and the method in relation to the literature and our own thoughts. Three themes are produced in the result discussion; language, play and the environment on the basis of children's concepts of use and play types.
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Borg, Jonna. "Matematik i Lilla nollan och dom andra." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17841.
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Syftet med denna studie är att undesöka vilket matematiskt innehåll förskollärare synliggör vid användning av bilderboken Lilla nollan och dom andra. För att besvara studiens frågeställningar har både observationer och kvalitativa intervjuer använts. Två förskollärare från en förskola valdes ut. Barnen som deltog vid observationerna var 4-5 år gamla. Resultatet visar att förskollärarna synliggör ett brett matematiskt innehåll i den ovannämnda bilderboken. De fokuserar på siffror, räkneramsan, räknar antal och jämför form och storlek. Samtal om siffran 0 och dess betydelse förs med barnen. De reflekterar och resonerar tillsammans med barnen över olika matematiska företeelser som de möter i bilderboken med stöd av dess bilder. Förskollärarna ger också flera exempel på hur barnen har utvecklat matematiska begrepp. De tar även tillvara på den mångfald och den variation av matematik som bilderboken erbjuder.The purpose of this study is to investigate which mathematical contents preeschool teachers visible when using the picture book Little O and all the others. In order to answer the study questions, both observations and qualitative interviews have been used. Two preeschool teachers from one preeschool were selected. The children who participated in the observations were 4-5 years old. The results show that preeschool teachers reveal a broad mathematical content in the above mentioned picture book. They focus on numbers, countingchants, counting numbers and compare the shape and size. Conversations about the number 0 and the importance of it takes place. They reflect and resonate with the children of different mathematical phenomena they encounter in the picture book by virtue of its images. Preeschool teachers also give several examples of how the children have developed mathematical concepts. They also utilize both the diversity and the variety of mathematics that the picture book offers.
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Tonnby, Loredana. "Matematik i vardagssituationer : Förskolebarns möte med matematik i tamburen." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21808.
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Detta examensarbete är en studie om matematik i vardagssituationer i en svensk förskola. Syftet med min studie var att undersöka vilken matematik som uppstår i av- och påklädningssituationer. Ytterligare ville jag ta reda på hur pedagoger arbetar för att lyfta fram och stimulera barnen för att upptäcka matematiken i dessa situationer. Jag har valt att göra en kvalitativ studie. I den empiriska undersökningen använder jag ostrukturerade observationer av pedagoger tillsammans med barnen i tamburen, som kompletteras med löpande protokoll. De kvalitativa intervjuerna med pedagogerna, som var inblandade i undersökningen, användes för att styrka det som observationerna visade. Resultaten visar att en del pedagoger använde av- och påklädningssituationerna för att synliggöra matematiska begrepp. I samtal med barnen utryckte de sig medvetet på ett matematiskt språk och förklarade begrepp för barnen i de situationer det behövdes.
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Powell, Katherine L. "Basic Concepts in Early Education Programs for Children with Hearing Loss in Listening and Spoken Language Classrooms." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/938.
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Mastery of basic concepts is an academic building block for preschool children in early education programs. Research shows that understanding basic concepts (e.g. top, under, fast, now, all, behind, full and short) is important for academic success and higher order thinking. Experts in the field of concept acquisition agree on six strategies for teaching basic concepts. These strategies include: using positive examples and negative examples, highlighting critical features of concepts through continuous conversion, isolating the concept, the order in which the examples are presented, and teaching generalization. This study investigated the extent to which nine preschool teachers of children with hearing loss used four of the six strategies (using examples, non examples, continuous conversion, and isolating the concept) during a 20-minute lesson in which a new basic concept was taught. Results indicated that teachers do well with using examples to teach basic concepts, but they lack sufficient use of the other three strategies for teaching basic concepts.
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Almeida, Maria Inês Sá Correia Leite de. "Como é que as crianças de 3, 4 e 5 anos resolvem a tarefa de comparação de numerosidade de conjuntos?" Master's thesis, Instituto Superior de Psicologia Aplicada, 2003. http://hdl.handle.net/10400.12/293.
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Dissertação de Mestrado em Psicologia EducacionalEste trabalho teve como base três objectivos, que passamos a descrever; avaliar se as estratégias parentais a que os pais recorrem para lidar com as emoções positivas e negativas expressas pelos seus filhos estão ou não associadas; estudar a relação entre as reacções parentais a essas expressões emocionais e o desenvolvimento de competências sociais e interpessoais da criança, através de relatos maternos, paternos e das educadoras; verificar se existem diferenças significativas na forma como os pais lidam com as emoções dos filhos em função do género. Teve como universo populacional os pais e as mães de crianças com 5 anos, a frequentarem o último ano do pré-escolar em estabelecimentos de ensino privado, e as suas educadoras, perfazendo um total de 32 crianças, 31 mães, 30 pais e 5 educadoras. Foram utilizados os seguintes instrumentos: para a avaliação das reacções parentais ás emoções negativas e positivas das crianças utilizaram-se, respectivamente, uma versão traduzida reduzida do Coping with Children's Negative Emotions Scale (CCNES, Fabes, Eisenberg & Bemzweig, 1990; in Melo, 2005) e o Questionário de Coping com as Emoções Positivas-Pais (QCEP, Melo, Moreira & Soares, 2004). A avaliação das competências sociais e interpessoais da criança foi feita através da Escala de Competências Sociais e de Avaliação do Comportamento (versão reduzida e traduzida do Social Competence and Behavior Evahation, SCBE-30, Lafraniere & Dumas, 1998; in Veríssimo, 2001) e a Escala de Competências Interpessoais (versão traduzida da Interpersonal Competence Scale, ICS-T, Caims, Leung, Gest & Cairns, 1995; in Veríssimo, 2001). Relativamente aos resultados, apesar das escassas associações encontradas entre as reacções maternas e paternas às expressões emocionais dos filhos, foi possível confirmar a influência dessas mesmas reacções no desenvolvimento das competências sociais e interpessoais da criança, tendo-se verificado também a existência de associações entre os relatos dos progenitores e das educadoras em relação às avaliações das referidas competências. Face às diferenças em função do género, constatou-se que os pais, mas não as mães, reagiam de forma mais negativa às expressões emocionais negativas e positivas das raparigas.
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Rudolfsson, Anna-Lena, and Annethe Gustavsson. "Naturens kretslopp i bilderböcker : Hur bilderböcker kan åskådliggöra kolets och vattnets kretslopp." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85191.
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Preschool shall offer children instructions in biology and this includes teaching about nature's different cycles. In this study, we want to highlight how biology teaching and the use of picture books can be linked. The purpose of our study is to highlight how picture books can illustrate cycles of nature in preschool teaching. The cycles of nature have been limited to the cycle of carbon and water. The method that has been used is a content analysis of text and pictures. 16 picture books published between the year 2000-2021 have been analysed. The analysis shows that the carbon cycle could be illustrated by different categories. The water cycle emerged through the category of water movements. The results showed that the cycles of carbon and water can be made visible in both text and pictures. The images were able to expand the content beyond what the text said and make the cycle of carbon and water visible. When the cycles were illustrated in the text, this was often reinforced by a picture. The results also show that concepts are not common in picture books. It is also shown that the cycle of carbon and water can be illustrated in picture books with both anthropomorphic content and those without. The conclusions drawn from the result are that picture books can be used to illustrate the cycle of carbon and water. It is however necessary that the preschool teacher has subject knowledge in biology in order to make this content visible in teaching.
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Ekelund, Erika, and Mathilda Segerdahl. "Den matematiska leken i matematikläromedel : en innehållsanalys av matematikläromedel i förskoleklass." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84746.
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Denna uppsats belyser några av förskoleklassens läromedel i matematikämnet. Vi har undersökt specifikt i vilken utsträckning leken tar plats i läromedel, samt vilket stöd läraren får att genomföra lek som kan bidra till elevernas begrepps och/eller resonemangsförmåga. Förskoleklassen har nyligen blivit obligatorisk och ska fungera som en bro mellan förskolan och skolan. Den förväntas ta över förskolans lekpedagogik samtidigt som den ska introducera skolans rutiner och undervisningsmetoder. Vi har använt innehållsanalys som metod för att undersöka läromedel både kvantitativt och kvalitativt. Studiens resultat visar att lek som bidrar till elevernas begrepps- och/eller resonemangsförmåga finns i lärarhandledningar. Det finns även olika typer av stöd för läraren att genomföra lekbaserad undervisning som bidrar till elevernas begrepps- och/eller resonemangsförmåga. Det kan bidra till att eleverna utvecklar och befäster sina kunskaper om matematiska begrepp och/eller resonemang via leken. Studien visar också att lek i läromedlets elevböcker i stort sett saknas. Vilket kan innebära att eleverna går miste om lek i matematikundervisningen om läraren väljer att endast använda elevboken.This master thesis focuses on mathematics textbooks for preschool class. We have studied to what extent play is found in the textbooks and what kind of the support for implementation is offered to the teacher. We have focused on play which can contribute to the pupils’ concept and/or reasoning ability. Preschool class is now a compulsory school form. Preschool class is a class between preschool and primary school and is expected to function as a bridge between these two. There are many expectations for preschool class: implementing preschool pedagogy while introducing the primary school’s routines and teaching methods. We have used content analysis as a method in this study. The method has been used in both a quantitative and a qualitative way. The results show that teacher guides offer play contributing to conceptual and/or reasoning. The results also show that the teacher gets support for implementing such play in the classroom. This offers opportunities for pupils to consolidate and develop their knowledge of mathematical concepts as well as their reasoning. Further, the study shows that play in the pupils’ textbook largely is lacking. If the teacher chooses to only use the pupil’s textbooks, the consequence can be that the pupils are missing out on play in mathematical education.
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Gustafsson, Eliasson Ronnia. "Integrering av biologi i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65813.
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Syftet med denna studie var att få kunskap om hur pedagogers arbetssätt inom biologi skiljer sig åt beroende på barngruppens ålder, samt vilken inställning pedagoger generellt sett har till ämnet. Undersökningsmetoden som är använt i undersökningen är enkäter, då syftet var att göra en kvantitativ studie för att kunna generalisera mitt resultat. Resultatet visar på att pedagogerna har en positiv inställning till biologi i verksamheten och ser det som spännande, rolig och intressant. Man kan också se att över hälften av respondenterna tycker sig ha grundläggande kunskaper i ämnet biologi men en stor del saknar kunskapen de vill ha och önskar vidareutbildning i ämnet. Pedagogerna ansåg också att det tydligt står i förskolans läroplan hur man kan integrera biologi och andra naturvetenskapliga ämnen i verksamheten. Resultatet visar också på att skillnaden på arbetssättet i biologi skiljer sig åt beroende på barngruppens ålder, speciellt när det kommer till begreppsanvändning tillsammans i barngruppen.The purpose of the study was to find out if the work methods differs in work with younger compared to older children. And to see which attitude pre-schoolteachers have to biology in pre-school. The method that is used is surveys, because the purpose was to do a quantitative study to be able to generalize the results. The results shows that the pre-schoolteachers have a positive attitude to biology in pre-school, and they see the subject as exciting, fun and interesting. The results also shows that more than half of the respondents seems to have basic knowledge in biology, but a large part want more knowledge of the subject and wishes to get further education in biology. The pre-schoolteachers also considered that the curriculum for preschool clearly explains how to integrate biology and other science subjects to the preschool program. The result also shows that the work method differs depended on the children’s ages, especially when it comes to the use of biological concepts
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Gomez, Gloria. "Issues in preschool concept mapping an interaction design perspective /." Swinburne Research Bank, 2009. http://hdl.handle.net.
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Thesis (PhD) - Faculty of Design, Swinburne University of Technology, 2008.Submitted in partial fulfillment of the requirements of the degree of Doctor of Philosophy, [Faculty of Design], Swinburne University of Technology - 2008. Typescript. Bibliography: p. 348-357.
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Swarner, Joyce Carroll. "Ordinal size scaling in preschool children." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184584.
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Young children are limited in their usage of comparative adjectives and ordinal numbers, typical ways of describing ordinal relationships. However, research in a number of areas suggests the possibility of a precursor level of ordinal concept. To facilitate the search for precursor ordinal skills, ordinal ability was defined in ordinal measurement terms. Only "greater than - less than," asymmetric judgements were required. Additionally, linguistic demands were reduced by using family-role terms as size designators. Experimental manipulations included variations in scale size and in the complexity level of ordinal conceptualization. Solution strategies based on "good form" and on "pairwise comparison" were precluded by using pictures of randomly placed objects which could not be manipulated by the child. Ninety-six 3-6 year old children pointed to "Daddy," "Mommy," "Big boy/girl," "Little boy/girl," and "Baby" when shown sets of 3 to 5 circles or squares which differed only in size. Tasks were of three types: Identification, mapping labels onto a single set of objects; Coordination, mapping labels onto two identical sets of objects in which corresponding "family members" are the same size; and Transposition, mapping labels onto two separate sets in which corresponding family members are of different sizes. Data were analyzed in an Age (3), by Scale Size (3), by Complexity Level (3), by Shape (2) mixed design ANOVA, and significant main effects were obtained for all variables. Tasks became more difficult with increases in scale size, and in complexity level. Square objects were slightly more difficult than circular, and older children were more proficient than younger ones. Post hoc tests generally supported the obtained main effects. Finer grained analysis using Latent Trait procedures supported the global ANOVA results, and supported the hypothesis that the end points of a scale are easier than the central positions. Response patterns indicated that errors were size-related, and suggested transitional levels of performance. The present study demonstrates that children as young as three can demonstrate a precursor ordinal concept when the task is framed in familiar terms and is placed in a context which is meaningful for them.
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ADEY, KYM LLEWELLYN. "PRESCHOOLER UNDERSTANDING OF PRINCIPLES GOVERNING COUNTING." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184106.
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This dissertation sought to explore dimensions of preschooler conceptual awareness of the principles of counting. The study derived its focus from the research of Rochel Gelman and, in particular, the principles of counting she purports are implicitly understood by young children. Their frequent inability to manifest this awareness in their counting performances is explained as resulting from their susceptibility to task demands. This study explores this position by seeking to facilitate performance in order that conceptual understanding might be more apparent. The sample for this study consisted of 40 children (20 aged 3 years 3 months-3 years 9 months; 20 aged 4 years 3 months-4 years 9 months) selected randomly from a cross section of preschool and day-care centers in Adelaide, South Australia. Phase 1 of the study explored the impact of a procedure which allowed for children to receive both visual and tactile feedback on their counting behavior on array sizes ranging from 2 to 19. The results show conclusively that this self-monitoring technique significantly improved counting performances for both age groups. In doing so it lends support to the Gelman hypothesis that conceptual awareness of the 'how-to' count principles can be masked by task demands. Phase 2 of the study looked at the complex 'order-irrelevance' principle. The results suggest that preschoolers understand that items can be counted in any order before they appreciate that this has no impact on cardinal value. The extreme susceptibility of preschoolers to variations in task demands necessitates further exploration of design and analysis parameters.
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Cazeiro, Ana Paula Martins. "Um estudo sobre o domínio de conceitos básicos por crianças com paralisia cerebral e por crianças pré-escolares em função da forma de avaliação." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-21112013-163306/.
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Conceitos básicos, tais como \"perto\" e \"longe\", são desenvolvidos pelas crianças em suas atividades diárias e constituem uma base para a aprendizagem de conceitos mais complexos. Assim sendo, um déficit na formação de conceitos básicos pode gerar dificuldades para futuras aprendizagens. Disso decorre a importância da identificação dos conceitos não dominados pelas crianças. Todavia, são escassas as pesquisas que comparam diferentes formas de avaliação conceitual, não sendo possível afirmar se os poucos instrumentos existentes são os mais adequados, principalmente para as crianças com deficiência, tais como aquelas com paralisia cerebral. Tendo em mente essa limitação, o objetivo deste estudo foi comparar os resultados de testes psicoeducacionais de conceitos básicos e de avaliações desenvolvidas em formato de histórias infantis. Participaram como sujeitos 102 crianças, 52 meninas e 50 meninos, divididas em dois grupos: Grupo A, constituído por 61 crianças com desenvolvimento típico, com quatro anos de idade; Grupo B, composto por 41 crianças com paralisia cerebral, com idades entre quatro anos e 13 anos e nove meses. O domínio de conceitos foi avaliado em dois momentos, com um intervalo de um mês entre eles. Os testes psicoeducacionais eram compostos por itens referentes a oito conceitos básicos, retirados de dois testes norte-americanos: Boehm Test of Basic Concepts - Third Edition - Preschool e Bracken Basic Concept Scale - Third Edition - Receptive. As histórias infantis foram elaboradas pela pesquisadora e incluíram os mesmos oito conceitos. A história Feliz Aniversário foi desenvolvida em conformidade com algumas características do teste de Boehm, enquanto que a história A Casa dos Bichos seguiu algumas características do teste de Bracken, sendo elas: tamanho do caderno de figuras, disposição das alternativas e domínio conceitual no qual cada conceito foi aplicado (quantidade, tempo ou espaço). Os resultados totais indicaram que os melhores desempenhos foram obtidos no teste de Bracken e na história A Casa dos Bichos, enquanto que os piores ocorreram na história Feliz Aniversário e no teste de Boehm. Para as crianças com paralisia cerebral, os resultados do teste de Boehm permaneceram inferiores, mas a história Feliz Aniversário apresentou um resultado compatível com o dos outros dois instrumentos, sugerindo que a história exerceu mais influência sobre esse grupo. De maneira geral, um mesmo padrão ocorreu em diferentes comparações: os resultados do teste de Bracken se aproximaram daqueles da história A Casa dos Bichos, enquanto que os resultados do teste de Boehm se aproximaram dos obtidos pela história Feliz Aniversário. Desse modo, discute-se quais outras características dos instrumentos, além do formato de histórias, podem ter influenciado o desempenho das crianças. Conclui-se que, embora a condição de avaliação fornecida pelas histórias não se tenha mostrado um fator relevante em todas as comparações, as histórias são instrumentos tão adequados para a avaliação de conceitos básicos quanto os testes psicoeducacionais. A pesquisa corrobora a hipótese geral de que o desempenho das crianças varia em função da forma de avaliação, havendo a necessidade de se considerar esse aspecto no desenvolvimento de instrumentos de avaliação conceitualBasic concepts, such as \"near\" and \"far\", are developed by children in daily activities and provide the foundations for learning more complex concepts. Therefore, a delay in the early concept formation process can lead to difficulties for future learning. For this reason, it\'s important to evaluate the conceptual knowledge of small children. However, there are few studies that compare different forms of conceptual evaluation, therefore it isn\'t possible to determine that the existing instruments are the most appropriate, especially for children with disabilities, such as cerebral palsy. Considering this, the aim of this research was to compare the results of psychoeducational assessments of basic concepts with assessments presented like storybooks. The participants were 102 children, 52 girls and 50 boys, organized into two groups: the group A was composed of 61 preschool children, aged 4 years; the group B included 41 children with cerebral palsy, ranging from 4 to 13 years of age. The conceptual knowledge was evaluated on two occasions, one month apart. The psychoeducational assessment was composed by eight basic concepts drawn from two american tests: Boehm Test of Basic Concepts - Third Edition - Preschool and Bracken Basic Concept Scale - Third Edition - Receptive. The stories were created by the researcher and included the same eight concepts. The \"Happy Birthday\" story was designed according with some features of Boehm test, while the \"Animals\' House\" story was designed according with some features of Bracken test, which were: the size of the picture book, the arrangement of the options, and the conceptual domain in which concepts were applied (quantity, space or time). The total scores showed that the best performances were obtained in Bracken test and in \"Animals\' House\", while the worst performances were obtained in \"Happy Birthday\" and in Boehm test. Although the Boehm test had remained with the lower results, for children with cerebral palsy the \"Happy Birthday\" story reached similar results to the other evaluation instruments, suggesting that the story influenced more this group than the other one. In general, different comparisons showed the same pattern: the results of Bracken test approached the results of \"Animals\' House\", while the results of Boehm test were similar to those of \"Happy Birthday\" story. Therefore, it was discussed which other features of the instruments, beyond the story format, influenced the children\'s performance. Although the story format hadn\'t been an important factor in all comparisons, the study showed that the stories are adequate instruments for evaluation of basic concepts such as the psychoeducational tests. The research supports the general hypothesis that children\'s performance varies according to the form of evaluation, becoming important to consider this aspect in the development of conceptual assessment instruments
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Maherally, Uzma Nooreen. "Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533078.
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Dabbour, Maha Abdullah Ibrahim. "The relationship among preschoolers' self-concept, citizenship, and preschool developed curriculum in the Kingdom of Saudi Arabia." Thesis, University of Reading, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411501.
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Hale, Leslie Addison. "The effects of developmental versus chronological age placement on students' self-concept class achievement, and school adjustment /." Access abstract and link to full text, 1988. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8909460.
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Chau, Man-ki Mabel, and 周敏姬. "Integration of the preschool disabled children: an analysis of the concept with reference to integratedchild care centre services." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31247581.
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Robert, Darren L. "The effects of a preschool movement program on motor skill acquisition, movement concept formation, and movement practice behavior." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1193.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains viii, 233 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 103-126).
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Hiss, Margaret Irene. "Use of the Bracken Basic Concept Scale-3: Receptive as a Screener of Preschool-Age Learning Risk Factors." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1301530237.
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McCarty, Betty M. Carlson. "The Effect Of Kindergarten Nonpromotion Of The Developmentally Immature Child On Self-Concept, Peer Acceptance, Academic Attitude, Classroom Adjustment And Academic Achievement." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3180.
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The purpose of this study was to investigate the effect of a second year in kindergarten on the self-concept, peer acceptance, academic attitude, classroom adjustment, and academic achievement of children who were identified by their kindergarten teacher as developmentally unready for first grade.
The ex post facto study, which was conducted in a large school district in northern California, was unique in its longitudinal nature. Whereas other studies looked at subjects over a 2 or 3 year period, no other study was found that examined the effects of kindergarten nonpromotion over an 8 year span.
The sample comprised 63 pupils who entered kindergarten between the chronological ages of 5 years 3 months and 4 years 9 months and who were assigned primarily to one kindergarten teacher. The subjects were divided into two groups: (1) The developmentally immature nonpromoted (DI-N), the children whose parents accepted the recommendation for a second year in kindergarten and (2) The developmentally immature promoted (DI-P), the children whose parents placed them in first grade notwithstanding the teacher assessment of readiness. The subjects represented various racial backgrounds and different socioeconomic levels.
An analysis of variance was used to compare the self-concept (SCAHIN), peer acceptance (BRP Sociometric Scale), academic attitude (EAS), classroom adjustment (DESB II), and academic achievement (CTBS) means for the two groups. Grade level was used as a controlling variable to parcel out differences between grades into separate categories, to provide information concerning possible interaction effect among factors, and to extend the generalizability of the findings.
Results indicated that nonpromotion of the developmentally immature kindergarten child had a positive effect upon subsequent levels of peer acceptance, academic attitude, classroom adjustment, and academic achievement. The difference between means was beyond the .01 level for the BRP and beyond the .05 level for scores on the EAS, 5 of 6 of the scores on the CTBS and 10 of 14 factors on the DESB II all favoring the nonpromoted group. The differences in the cumulative CTBS mean scores favored the nonpromotcd group and were beyond the .01 level at every grade.
Although nonsignificant F-values beyond p>.05 were obtained on the variable self-concept, it was noted that the statistics consistently favored the nonpromoted group.
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Chau, Man-ki Mabel. "Integration of the preschool disabled children : an analysis of the concept with reference to integrated child care centre services /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12325740.
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Tsai, Shu-Fang, and res cand@acu edu au. "Bringing Up Children In Taiwan: Parents’ Beliefs, Concerns and Coping Strategies Relating to Preschool Children’s Food Acceptance Behaviour." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp134.05022007.
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This study examined the food acceptance behaviour of preschool children in Taiwan from their parents’ perspectives. The research explored food preferences and aversions of preschool children and how parents’ beliefs, concerns and coping strategies influenced their food acceptance behaviour. This qualitative study used in-depth interviews to obtain answers to the research questions. This appears to be the first study of its kind in Taiwan. The results of this research were represented in three ways: as themes and sub-themes, as narratives for two families, and as concept maps to show the relationship between themes and preschool children’s food acceptance behaviour. The major findings of this research are firstly, that children showed a wide range of food acceptance behaviours that are established early in life. Secondly, parents had a number of beliefs and concerns about the nature of the food acceptance behaviour of their preschool children. They described many factors that they believe affect their children’s eating behaviour including the influence of caregivers, parents themselves, siblings, grandparents, peers, the kindergarten teacher, the kindergarten cook, and the media. Thirdly, parents’ rearing styles influence the eating habits of preschool children. The thesis concludes by pointing to useful directions and recommendations for further research, education and policy around the issue of early childhood food acceptance behaviour.
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Sweet, Monica Ann. "Representational flexibility in the three-year-old : evidence from dimensional change tasks /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3112192.
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Lipp, Amanda KR. "Improving Head Start Teachers' Concept Development: Long Term Follow-Up of a Training Program and Differences in Program Impact." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1604.
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Children from a low socioeconomic status (SES) home environment are typically exposed to less vocabulary during the first few years of life and experience higher rates of poor school readiness, particularly in emergent literacy skills, when compared to middle-class peers (Bowey, 1995; Hart & Risley, 2003; Whitehurst, 1997). Early childhood education programs designed to expose this group to cognitively challenging utterances have found that low SES children tend to make greater gains in vocabulary development compared to middle-class peers (Justice, Meier, & Walpole, 2005).
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Kaatrasalo, Ancelica, and Koffert Anne. "Tolkning, konstruktion & tillämpning av undervisningsbegreppet : En kvalitativ studie om undervisning i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-42250.
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The aim of this study is to examine the way preschool teachers relate to, and apply the concept of teaching in various aspects. Furthermore, this study has the purpose of portraying the constructions of the concept of teaching, that give meaning and a course of action in their goal-directed work. The following questions are the starting point for the study: How do preschool teachers interpret the concept of teaching in the preschools practice? How do preschool teachers construct the concept of teaching in their team of co-workers? In what ways is the concept of teaching expressed in projects on the preschools educational documentation (processvägg)? To conduct our study a qualitative research method is applied. We interviewed eight preschool teachers from six different preschools in Stockholm county with sound recording. Further we accumulated photos and notes of each preschools educational documentation. The theoretical framework includes an social constructivistic perspective along with the concepts of the impact of language as well as discourses power. The aim and questions of the study is answered through the appliance of the theoretical framework which is presented in the study’s result and analysis part. The main results of the study are presented in three main categories that present the conclusion that preschool teachers do not perceive the concept of teaching as unclear. However there are different interpretations and discourses that, in collaboration, can cause a difference in how teaching is constructed, practiced and expressed. The preschool teacher's responsibility and leadership is shown to have an impact on how the concept of teaching is constructed. The impact of construction is shown through the use of language and discourses power in their team of co-workers, from planning to expression in practice and in educational documentation.
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Humffray, Jennifer Jane, and n/a. "Early childhood science education : the study of young children's understanding of forces." University of Canberra. Teacher Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20060731.131000.
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This study sought to investigate young children's understandings of the
science concept forces. A government preschool in the A.C.T. was the
setting for the study.
The research methodology consisted of pre and post interviews
conducted before and after a teaching sequence using an interactive
approach to teaching science (Biddulph and Osbome 1984). Interviews
were audio taped, work samples were kept and lessons and discussions
were audio taped during the teaching sequence.
This study examined three factors associated with young children's
understandings of the science concept forces. First, it documented
young children's understandings prior to any formal teaching in this
area. It was found that most children did hold views about the areas of
forces such as pushes and pulls, inertia, friction and gravity. Some of
these views are generally recognised by the scientific community as
being scientifically correct answers.
Second, this study sought to reveal if these prior views were changed
or reached a higher conceptual level after the experience of a three
week interactive teaching sequence on forces. It was found that in all
cases changes in language indicating higher level understandings, the
use of scientific terms and more detailed responses indicated that it
was possible and relevant at the early childhood level to teach the
concepts of forces.
A third aspect of this study sought to identify teaching strategies which
would effectively teach forces to very young children.
It became clear in this study that as young children already have views
about the concepts of forces it is possible to build on these views with
correct scientific knowledge and thus empower the young child in an
area of science which research has indicated may cause problems for
older learners.
It is therefore proposed that early childhood is a crucial time for
teaching correct science concepts in the area of forces.
This thesis has shown that young children, particularly those 4-5 years old, have
already formed views of forces, some scientifically correct and it is proposed that
building on this existing knowledge will empower the child in later learning in the
areas of physics and mechanics.
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Falk, Pernilla. ""I Think you`re working that way but you don´t talk about it" - a study about preschool teachers attitudes to the concept of scientific basis." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29032.
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Förskolan fick sin första läroplan år 1998. År 2010 reviderades denna läroplan där förskollärarens uppdrag förstärktes samtidigt infördes att förskolan som organisation ålagdes ett ansvar för att verksamhetens utbildning ska baseras på vetenskaplig grund (SFS 2010:800, 1 kap § 5).Som blivande förskollärare är jag intresserad av hur förskollärare arbetar utifrån en förskola på vetenskaplig grund och hur förskollärare förhåller sig till detta uppdrag. Utifrån mitt nämnda intresse ville jag undersöka hur detta yttrar sig i praktiken.Mitt arbete bygger på en kvalitativ undersökning där semistrukturerade intervjuer har gjorts med sex förskollärare på två olika förskolor. I undersökningen ingår endast legitimerade förskollärare med varierande antal år som verksamma och med olika längd på utbildning.Det empiriska materialet har kopplats till teorier samt gällande styrdokument för förskolan. Empirin har transkriberats, bearbetats och analyserats i förhållande till undersökningens syfte och frågeställningar.Några av de resultat som framkommer ur studien är att det finns en vilja hos förskollärare till att utvecklas kring och medvetandegöra arbetet på vetenskaplig grund. Undersökningen visar också på betydelsen av tydliga direktiv och riktlinjer på alla nivåer, trots att förskollärarnas uppdrag är tolkningsbart när det kommer till metodval.
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Eriksson, Jennifer, and Ludvig Wahlström. "Språk och kemi i förskolan : En studie om pedagogers roll i att stötta barns språkutveckling i samband med lärandet om kemiska processer i förskolan." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85064.
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Studiens syfte är att skildra hur förskollärare ser på sin roll i att stötta barnens språkutveckling i samband med lärandet om kemiska processer. Undersökningarna genomfördes med hjälp av pedagoger som arbetade på förskolor i fem kommuner i Mellansverige. I studien har en kvalitativ och en kvantitativ metod använts i form av enkäter och intervjuer. Enkäternas del i studien var att få en bred förståelse inom vilka kemiska processer som genomförs i förskolan. Intervjuerna genomfördes för att fördjupa studien inom de områden som framkom från enkäterna. Detta för att sedan ha möjligheten att diskutera och analysera resultatet kopplat till studiens frågeställningar och syfte. Resultaten åskådliggör att pedagogerna anser att de har en viktig roll i kemiska processer och har stor betydelse för utvecklingen av barnens vokabulär. Genom att vara aktiv som pedagog i en kemiaktivitet stimuleras barns språkutveckling då pedagogen kan tillföra fler begrepp vid den kemiska processen. Pedagogerna var också eniga om att aktiva och närvarande pedagoger stimulerar språkutvecklingen hos barnen i alla aktiviteter i förskoleverksamheten. I studien uppenbarades även att pedagogerna tycker att det är viktigt att benämna det som sker med rätt begrepp i aktiviteterna, redan med de allra yngsta barnen.The purpose of the study is to describe how preschool teachers view their role of supporting children in their language development, in connection with learning of chemical processes. The study was conducted with the help of educators who worked at preschools in five municipalities in Central Sweden. In the study, a qualitative and a quantitative method was used in the form of questionnaires and interviews. The questionnaires part in the study was to gain a broad understanding of which chemical processes are carried out in preschool. The interviews were conducted to deepen the study in these areas that emerged from the questionnaires. This is to then have the opportunity to discuss and analyze the results linked to the study's questions and purpose. The results illustrate that educators believe that they have an important role in chemical processes and are of great importance for the development of children's vocabulary. By being active as an educator in a chemistry activity, children's language development is stimulated as the educator can add more concepts to the chemical process. The educators also agreed that active and present educators stimulate the language development of the children in all activities in the preschool activities. The study also revealed that the educators think it is important to name what happens with the right concept in the activities, already with the very young children.
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Warwick, Tara Renee. "Successful use of early powered mobility : the experiences of the family /." Oklahoma City : [s.n.], 2005.
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Floyd, Susanna M. "The Development of Teacher Training Principles from Identified Teacher Concerns Related to Mainstreaming in a Day Care Center." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2676.
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The problem of this study was to identify teacher training principles which would aid day care teachers in integrating handicapped children into their classrooms. This was a descriptive study which utilized a questionnaire methodology. The questionnaire was administered to teachers of randomly selected day care centers in Tennessee. The sample size was 347. The questionnaire identified from the literature review was the Stages of Concern Questionnaire. The questionnaire was designed to identify concerns of individuals toward an innovation. The instrument was modified to be used in identifying the concerns of day care teachers toward mainstreaming young handicapped children into day care centers. Descriptive statistics were used to analyze the data obtained from 105 respondents to the 35-item questionnaire. Analysis of the data collected to answer the research questions revealed the following: The educational and training background of teachers involved in mainstreaming should be developmentally oriented. From a developmental base day care teachers can make the transition from teaching normally developing children to teaching an integrated classroom by mastering five additional topics: assessment techniques, systematic planning techniques, knowledge about developmental exceptionalities, knowledge and teaching skills related to the promotion of positive social interaction of children, and an understanding of the additional job demands of an integrated classroom. The concerns of individuals tend to be developmental and tend to move from self concerns (Stages 0, 1, 2) to task concerns (Stage 3) to impact concerns (Stages 4, 5, 6). The movement through the stages of concern can be facilitated but not forced. The person(s) planning the interventions or training must plan training that helps resolve existing concerns while facilitating the individual(s)' move to the next stage of concern (Hord, Rutherford, Huling-Austin, & Hall, 1987). Teacher training principles were designed using the findings obtained from the questionnaire. The mainstream topics suggested by the review of literature necessary for teachers of integrated classrooms were cross-tabulated with the intervention strategies suggested by the stages of most intense concerns. The suggestions obtained from the review of literature related to the format of adult inservice training were considered as factors in the presentation of the intervention strategies. (Abstract shortened with permission of author.)
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Åhlander, Amanda, and Serena Berg. "Undervisning i Förskolan : En studie om pedagogers uppfattningar om och upplevelser av undervisningsbegreppet och undervisningssituationer i förskolan." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100045.
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Abstrakt Undervisning är ett nytt begrepp inom förskolan som infördes i samband med revideringen av den nya Läroplanen för förskolan (2018). Via enkät som metod undersöker studien begreppet undervisning i förskolan utifrån det sociokulturella perspektivet. Perspektivet ligger till grund för att analysera pedagogers uppfattning om och upplevelser av undervisning i förskolan. I Studien lyft även olika undervisningsmetoder fram som pedagogerna säger sig använda för att göra undervisningen lärorik och meningsfull för barnen. Pedagogerna betonar undervisning som “målstyrda processer som under ledning av lärare och förskollärare syftar till utveckling och lärande genom inhämtande och utvecklande av kunskaper och värden” (Skollagen 2010:800). Dessa processer sker enligt pedagogerna under hela dagen. Vidare synliggörs även hur pedagogerna i undersökningen anser att de behöver mer kunskap om undervisning och undervisningssituationer i förskolan. Majoriteten av pedagogerna upplever att de inte vet om de behöver mer kunskap om nya undervisningssituationer i förskolan. De vanligaste förekommande undervisningsmetoderna i förskolan fokuserar på att utgå från barns frågor, där även leken lyfts fram som en mycket central del. I resultatet kan pedagogers vilja att utgå från barns intresse och nyfikenhet synliggöras. Dessa aspekter ligger till grund för att skapa en meningsfull och lärorik undervisning för barnen. Samtidigt som pedagogerna utgår från barns frågor, intressen och erfarenheter, ges barnen bara ett delvis stort inflytande på sin egen undervisning. Avslutningsvis upplever pedagogerna att undervisningssituationerna är roliga/lustfyllda, utvecklande, språkutvecklande, lärorika, utmanande och givande.
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Fioraneli, Rogério Crevelenti. "Efeitos do ensino de contagem sobre a aquisição de comportamento conceitual numérico em crianças préescolares." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/6030.
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Previous issue date: 2012-03-15Universidade Federal de Minas Gerais
Abstract Although the studies regarding the role of counting in the acquisition of the numeric conceptual behavior has grown and developed in the past few decades, results available in the literature still show experimental and theoretical disagreements. This study aimed to evaluate the effect of training on oral counting in the acquisition of numeric conceptual behavior through the comparison to the performance of children who were not exposed to the training on counting. Participants consisted of eight children, between three and four years old, from a private elementary school in Araraquara city, Sao Paulo, Brazil. The battery of numeric tasks used for this purpose consisted of the following stimuli, all them ranging from 1 to 9: arabic digits (A); sets of pictures of objects and animals with a random spatial distribution (B); printed number-words (C), spoken numbers (D) and naming (E). Participants in both groups were submitted to the following initial tests: oral counting, identity matching (AA, BB, CC), symbolic relations (AB, AC, BA, CA, BC, CB), auditive-visual matching (DA, DB, DC) and naming (EA, EB, EC). Equivalence relations between numbers and quantities (AB, AC and DA) were trained on both groups, experimental (EG) and control (CG), and oral counting was taught to the EG only. Training on counting consisted of the following steps: verification, training and production of the numeric verbal sequence repertoire, and establishment of oneto- one correspondence between numbers and names of elements in a set. The emergence of the BA, BC, CA, CB, DB, DC, EA and EB relations was observed with the EG participants. By the other hand, subsequent tests of training on relations (same as the initial tests) showed the emergence of the BA, DB, DC, EA and EB relations with the CG. In general, EG participants presented better overall scores compared to the CG. The results presented herein point to oral counting as a facilitator for the numerical equivalence.
Ultimamente tem crescido o número de estudos acerca do papel da contagem na aquisição do comportamento conceitual numérico. Os resultados disponíveis dessas pesquisas demonstram controvérsias teóricas e experimentais. O presente estudo teve por objetivo analisar o efeito do treino da contagem oral sobre a aquisição do comportamento conceitual numérico e comparar esse efeito com o desempenho de crianças que não foram expostas ao treino da contagem. Participaram oito crianças pré-escolares, entre três e quatro anos de idade de uma rede privada de ensino de Araraquara/SP. Aplicou-se uma bateria de tarefas que envolveram valores de 1 a 9 e os estímulos: algarismos (A); conjuntos de figuras de objetos e animais, cuja distribuição espacial era aleatória (B); nome escrito dos números (C); ditado (D); e nomeação (E). Os participantes de ambos os grupos foram submetidos a testes iniciais, apresentados na ordem que se segue: contagem de desenhos de objetos e animais, pareamento por identidade (AA, BB, CC), relações simbólicas (AB, AC, BA, CA, BC, CB), auditivovisual (DA, DB, DC) e nomeação (EA, EB, EC). Nos dois grupos, experimental (GE) controle (GC) foram treinadas as relações AB, AC e DA, porém a contagem oral foi ensinada apenas ao GE. O treino de contagem consistiu das seguintes etapas: verificação, treino e produção do repertório de sequência verbal numérica e estabelecimento da correspondência termo a termo entre nomes de números e elementos de um conjunto. Nos testes posteriores ao treino das relações (os mesmos dos iniciais), os participantes do GE apresentaram a emergência das relações BA, BC, CA, CB, DB, DC, EA e EB. Já os participantes do GC apresentaram emergência das relações BA, DB, DC, EA e EB. O desempenho dos participantes do GE foi superior ao dos participantes do GC. Os resultados obtidos neste estudo apontam para a contagem como facilitadora para a equivalência numérica.
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Mallari, Joy, and Roine Penttilä. "Design för möbler i framtidens förskola – Ett möbelset som främjar lärandet." Thesis, KTH, Hållbar produktionsutveckling (ML), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-255891.
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Målet med detta examensarbete var att ta fram ett koncept på möbelset som passar in i framtidens förskolor, samt att leverera CAD-modeller och tillverkningsunderlag. Detta möbelset skall enligt en kvantitativ definition kunna främja för lärandeförmågan hos användaren, med tanke på funktion, säkerhet, och tillgänglighet. Uppgiften startades med Furneas initiativ att ta sig in på möbelmarknaden i Mellansverige och Stockholmsområdet med en ny produkt som kan möta de behov som kännetecknas av framtidens hållbara förskolor. Arbetet gjordes i fyra olika faser; planering, faktainsamling, genomförande, och analys. I planeringsfasen fastställdes strukturering och metodik av hela arbetet. I faktainsamlingsfasen gjordes litteraturstudier med avseende på pedagogiska inriktningar, miljö, säkerhet, ergonomi, och material. Det gjordes även intervjuer av förskolepedagoger angående nuvarande användning av bord i förskolan, och på företag rörande möbeltillverkning och förskolor. Genomförandefasen använder den insamlade datan för att skapa en funktionsanalys och kravspecifikation på möbelns design, och sedan komma fram med koncept på möbelsetet. I fasen ingår även att konstruera koncepten med CAD och 3D-printing. Analyser användes för att få fram konceptet som bäst möter användarens behov och modifiera konceptet till det slutgiltiga resultatet. För detta används sållningsmatriser, simuleringsprogram för att göra hållfasthetsberäkningar, samt DFMEA, en felorsaksanalys för produktutveckling. Resultatet av detta arbete presenteras med figurer och beskrivningar av möbelsetet.The aim of this thesis was to develop a concept for a furniture-set that fits in with the preschools of the future, as well as to deliver CAD models and manufacturing documentation. According to a quantitative definition, this furniture should be able to promote the learning ability of the user, regarding function, safety, and accessibility. The task was started at Furnea's initiative to enter the furniture market in central Sweden and the Stockholm area with a new product that can meet the needs that are characterized by future sustainable preschools. The work was done in four different phases; planning, fact collection, implementation, and analysis. During the planning phase, structuring and methodology of the entire work was established. In the fact-finding phase, literature studies were conducted regarding educational orientations, environment, safety, ergonomics, and materials. Interviews of pre-school educators regarding the current use of tables in the preschool, and on companies concerning furniture manufacturing and preschools, were also conducted. The implementation phase uses the collected data to create a functional analysis and requirement specification for the furniture design, and then come up with a concept on the furniture. The phase also includes constructing the concepts with CAD and 3D printing. Analyses were used to bring out the concept that best meets the user's needs and modify the concept to the result. For this purpose, screening matrices, simulation programs for making strength calculations, and DFMEA, an error cause analysis for product development, were used. The result of this work is presented with figures and descriptions of the furniture.
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Ringdahl, Linda, Hannah Hjort, and Matilda Winroth. "Framtidens generationssamhälle : Samverkan mellan förskola och seniorboende." Thesis, Linnéuniversitetet, Institutionen för byggteknik (BY), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104500.
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This work examines the possibility of designing senior housing in collaboration withpreschool. The report focuses on how the common outdoor environment is designed, aswell as a common area for activities. Many elderly feel more lonely as they get older. Atthe same time research has shown that interaction between children and elderly peopleresults in positive effects. Therefore, interaction between the two generations bydesigning common environments is examined.The work is based on interviews conducted with several parties involved in the functionsand potential future residents of senior housing. The results of the interviews show that allrespondents are positive about collaboration between senior housing and preschool.Based on the wishes and experiences that emerged in the interviews, a design proposal ispresented. The design proposal consists of one-storey apartment buildings, a one-floorpreschool, a common room for activities and a common outdoor environment thatincludes a greenhouse, outdoor stage and barbecue areas.I dagens samhälle minskar den generationsöverskridande kontakten allt mer. Många blir, isamband med att de blir äldre mer ensamma. Dessutom väljer många äldre att bo kvar isina villor längre och som en följd av det blir cirkulationen på bostadsmarknaden låg.Barn spenderar en stor del av sin tid på förskolan där de framförallt umgås med andrabarn, samtidigt som många äldre upplever ensamhet. Många studier visar att kontakt övergenerationsgränser är positiv för såväl ung som gammal. Därav är det intressant attundersöka om utformning av miljöer kan bidra till att samverkan mellan generationernaförenklas.Syftet med examensarbetet är att undersöka om det går att kombinera förskolor ochseniorboende, genom en god gemensam utomhusmiljö och möjlighet till samverkaninomhus, utifrån ett socialt hållbart perspektiv. Frågeställningarna som arbetet har utgåttfrån rör hur förutsättningar kan se ut och utformas för samverkan mellan olikagenerationer, olika generationers behov samt hänsyn till såväl privata som gemensammadelar. Utifrån resultatet har ett utformningsförslag illustrerats. Visualiseringen avförslaget framställdes på en tomt i Växjö.Tomten som valts ut för utformningsförslaget har studerats genom platsbesök ochinläsning av detaljplan. Arbetet har utförts genom intervjuer med flertalet engageradeparter i Växjö och Värnamo kommun, vilka är kommunpolitiker, arkitekter,förskolepersonal, förskolebarn, ordförande för bostadsrättsföreningen vid ett befintligtseniorboende samt potentiella intressenter för ett framtida seniorboende. Således byggerresultatet av arbetet på den information som framkommit vid genomförda intervjuer.Resultatet visar att samtliga tillfrågade respondenter är positivt inställda till samverkanmellan seniorboende och förskola. Det framkommer också att det är viktigt medmöjlighet till både samverkan och avskildhet. Samtliga parter anser att utomhusmiljön harstor betydelse. Det är också där som respondenterna i högst utsträckning tror attsamverkan mellan seniorboende och förskola fungerar bäst. Det framkommer även att engemensamhetslokal, där aktiviteter kan ske, ses som en möjlighet för samverkan.Utifrån intervjusvaren, med anpassning till den valda tomten, har ett program tagits framdär förutsättningar för utformning redovisas och sedan illustreras i utformningsförslaget.Utformningsförslaget består av seniorboende i form av markplanslägenheter, en förskola iett plan med två tillhörande gårdar, en gemensamhetslokal för aktiviteter samt engemensam utomhusmiljö som bland annat innehåller växthus, utomhusscen ochgrillplatser. På området löper cykel- och gångvägar förbi olika platser för aktiviteter ochgrönska.
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Shih, Tung-i., and 施彤宜. "A Study on Pestalozzi''s Preschool Education Concepts." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/11697048412426277450.
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碩士國立臺灣師範大學
人類發展與家庭研究所
92
Abstract This study investigates the preschool education concepts of Johann Heinrich Pestalosszi (1746 ~ 1827). This study is based on the analysis, induction and summarization of Chinese and English translation as well as related studies about Pestalozzi. Deeply influenced by the philosophical thinking of John Amos Comenius, John Locke, Gottfried Wilhelm Leibniz, Jean-Jacques Rousseau and Immanuel Kant, Pestalozzi dedicated his life to the reformation of young children education and the research of education science. He objected to the philosophy of absolute rationalization and slavish religious moral. Whether a man would become to be a good one or a bad one, this depends on the development of his nature. Through education he tried to eliminate the fear and superstition that created by religion. By means of education the potential of a person can be developed and a person becomes a free man with moral consciousness and of practical ability. Pestalozzi emphasized the importance of preschool education. According to him education should begin in the living room of young children. He insisted that education should be applied with emotion. The educator should own the quality of a mother. Both mother and teacher should be a mature person with harmonious emotion and rationalization who can respect and encourage young children, give them rational love properly. The educator should not only take care of young children with love and patience, but also be able to provide necessary experiences through sensible observation. Furthermore, preschool education should focus on the building of a healthy character. Therefore young children should be encouraged to be independent and to build up their own moral sense and the ability of self-denial. Pestalozzi suggested the principles of learning in everyday life and harmonious sensual development. According to him preschool education should be based on the interest of young children and the development to be a mature person. Thus, playing should be integrated into teaching processes. The sense of moral and happiness can be built up through physical, musical and drawing activities and the development of sensual organs, intelligence as well as languages. Eventually harmonious development of Heart, Head and Hand can be reached. The characteristics of Pestalozzi’s preschool education concepts can be summed up as followed. A person’s Anschauung on his environment is the ground of all experiences, thus a person should learn from his living environment. His idea of holistic education emphasizes a balanced relationship between god and human. He suggested that teaching methods should be consistent with nature and education should be based on the physical and mental developing progress of young children. Parent-children relation is also emphasized by Pestalozzi, since the development of young children is based on the trustfulness between mother and child. Therefore, he set a high value on the teacher’s quality. That means, a teacher should be familiar with the development of young children and love them. Finally, this study discussed how can Pestalozzi’s preschool education concepts applied to the young children and family education in our country. Learning should be oriented toward the learner — young children. Proper parenting education based on sexual equality, multicultural perspectives and family system should be promoted in Kindergarten. Teachers nowadays should own religious educational concept, only then can they help young children to have balanced development and to become a “happy person”. The government should help parents to realize family education through public educational polices. Thus, the preschool education concepts of Pestalozzi should be very good references for kindergarten teachers, parents and social workers in family education.
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Ryan, Gail Lehman. "The effects of picture books on preschool children's sex role concepts." 1986. http://hdl.handle.net/2097/22145.
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Turnbull, Shelley Delano. "Computers in the preschool : a study of Piagetian concepts, Logo, and C.A.I." 1985. http://hdl.handle.net/1993/24168.
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Lo, Su-hui, and 羅簌慧. "The Use of Interactive Whiteboard in the Teaching of Preschool Children’s Mathematical Concepts." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/69149778024127396030.
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碩士國立屏東教育大學
幼兒教育學系
100
The Use of Interactive Whiteboard in the Teaching of Preschool Children’s Mathematical Concepts Abstract The main purpose of this study is to explore the use of interactive whiteboard in the teaching of preschool children’s mathematical concepts, which include the problem, difficulty, and advantage of the use of interactive whiteboard. In addition, researcher also compares children’s mathematical concept performance between the groups of children in the “whiteboard operating” group and “physical object operating” group. Thirty kindergarten children participated in this study. The experimental teaching lasted for six weeks. Teaching units included one-to-one correspondence, categorization, and 1-10 quantity. The evaluations were conducted after each teaching unit has finished. Children’s mathematical concept performance in the groups of “whiteboard operating” and “physical object operating” group was compared and analyzed by the Mann - Whitney U test. The results are as follows: 1. Children’s mathematical concept performances between the groups of “whiteboard operating” group and “physical object operating” group are as follows: (1) One-to-one corresponding: there is no significance difference between two groups; (2) classifying task: the performance of the whiteboard operating group is better than that of the physical object operating group; (3) 1-10 quantity: there is no significance difference between two groups. 2. The problems and difficulties encountered by teachers include: (1) Equipment problems: inadequacy of computer hardware , height of the whiteboard position, the shadow caused by the projector, and out of focus of the locating ; (2) operating problems: difficulty of dragging smoothly, unstable function of the spotlight and touch screen; (3) material design problem: time-consuming of alternating types of designed questions, inappropriate size of designed picture, difficulty in curriculum design and discipline control. 3. The advantages of using whiteboard include: (1) Reducing teacher’s pressure of preparing curriculum; (2) enhancing the convenience of material re-use; (3) increasing the flexibility of the display screen; (4) triggering the interest of children; (5) enhancing the interaction of teacher-to-children and children-to-children. Finally, according to research results, researcher provides recommendations to schools, kindergarten teachers'' and the future research. Keywords: Interactive whiteboard, mathematical concept teaching, Learning performance , early childhood education
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Lai, Li-Chen, and 賴麗真. "An Action Research on Achievement of Preschool Children’s Mathematics Concepts in Learning Centers." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3bq8xp.
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碩士國立臺灣海洋大學
教育研究所
105
The purpose of this study was designed to explore the process of the enhancement of preschool children's performance on mathematics concepts in Learning Centers and teacher's profession growth. To find out preschool children's mathematics concepts in Learning Centers , and to explore the performance of 5-year-old preschool children's performance on mathematics concepts on pretest and posttest. Action Research was used in the study, the subjects were 30 5-year-old preschool children from an affiliated preschool of an elementary school in Keelung City. The researcher designed and implemented the Learning Centers Teaching Program. The research period was a semester. The researcher collected relevant data through participant observation, recording, teaching journals, teaching group discussion on the teaching program to explore the process of preschool children in Learning Centers. Test of Children Mathematics Achievement and Mathematic Cognitive Diagnostic Assessment for Kindergarten Children were quantitative data used to explore the situation and relationship of preschool children's progress on mathematics concepts, the findings were as follows: 1.Preschool children's learning motivation in Learning Centers were strongly high. Through observation of learning process and their performance, the researcher found both preschool children's acuity toward mathematics and their confidence enhanced, too. Teacher's guidance was necessary, through participant observation they could find out preschool children's ability, requirement and interest to offer more proper environment and scaffold. 2.Through pretest to find out preschool children's basic level, 99% preschool children's performance on mathematics concepts reached the stanard level, only 1 Slow Learner preschool child under the stanard level. The results showed preschool children's mathematics concepts significantly enhanced from 20% high-intermediate-level to 50% after they participated in Learning Centers. Explore learning in Learning Centers could significantly enhanced preschool children's mathematics concepts. 3.High-intermediate-level and advanced-level preschool children in Learning Centers made great improvement, they enhanced 1-2 level, especially for boys with Southeast Asia foreign parent, self-centered and temperamental preschool children. 4.Intermediate-level preschool children had limited progress, and 65% preschool children still maintained intermediate-level. This might result from their background with single parent family, one parent work outside all the year round, parents with little care, and their impatient and attention deficit learning traits, and so forth. 5.Through teaching reflection and the interaction and implementation of the teaching group, teachers could focus on preschool children's purposive learning and they could obtained teaching expriences to enhance preschool children's mathematics concepts in Learning Centers, to understand the arrangement and development of preschool children's mathematics concepts. According to the conclusions of the study, Learning Centers had great efficiency on the acquisition of mathematics concepts, there are some suggestions to researchers of Learning Centers and the acquisition of mathematics concepts, teachers and School administrative units.
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Jones, Jennifer L. "Teaching preschool children with developmental delays critical concepts in fire safety a sociocultural approach /." 2006. http://digital.library.okstate.edu/etd/umi-okstate-1885.pdf.
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Lee, Yu-Chen, and 李育真. "An Action Research on Achievement of Preschool Children\'s Numeral Concepts by Board Games." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7ut325.
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碩士國立臺灣海洋大學
教育研究所
107
The main purpose of this study is to explore the influence of the teaching methods of teachers' planning board games on the numeral concept learning of preschool children. And learn to grow with a professional teacher. This study was conducted using the action research method. The subjects were kindergartens in a national elementary school in Taipei City. The children in the class were between four and six years old, and a total of 30 people were studied. The study was conducted for more than four months. Teaching tools include commercially available board games and created board games, which allow preschool children to learn the concept of numbers. The assessment tools include quantitative data on the " Test of Children Mathematics Achievement " and " Mathematics Cognitive Diagnostic Assessment for kindergarten children " to assess the effectiveness of the concept of learning for children. Data collection methods include observation, classroom recording, student work, teaching notes, and teaching team discussions. The research results are as follows: 1. Conducting systematic concept teaching with inquiry teaching method and board games as learning the medium. Confirm that the board game can meet the development of the concept of children's learning before teaching. In the process of teaching, inquiry teaching is used to train children's cooperative learning, and interpersonal interaction and language expression are increased. The combination of board games and learning centers allows young children to take the initiative and learn many times. 2. Board games can effectively improve the numeral concept learning the effect of children aged 4 to 6 years old. Preschool children who are pre-tested for upper-middle-level performance can effectively improve 1-2 levels through systematic concept learning. Some preschool children with moderate performance have limited progress. It has also been found that it is more difficult for preschool children to understand the synthesis and decomposition of decimals and decimals, and even affect the conceptual learning of simple calculations. 3. The learning situation of children's concept of board games in the research process is as follows: In the early days, a few children liked board games, and most children lacked interest in board games because they did not understand the rules and concepts. In the medium term, most children can understand the concept and rules of board games, but they started to argue win or lose, and they did not cooperate in group learning. In the later period, most children enjoy playing board games and are willing to teach others to learn board games, but 1-2 children are not helpless in the concept of board games. The possible strategies are as follows: adjust the teaching mode, increase the opportunities for preschool children to explore board games, enhance the teaching skills of teachers, and guide the interpersonal interaction with stories, film observations, sharing discussions and even giving children's tasks that are often frustrated in learning and encouraging them. 4. The numeral concepts of board games have the following five points for the growth and harvest of the learners — first, the choice and use of numeral concept board games. Second, numeral concept board games combined with the planning of thematic activities. Third, recognize the importance of group discussion skills for guiding preschool children. Fourth, observe the learning reflections of preschool children, discover teaching problems, and try to find solutions to them. Fifth, collaborative teaching is also a mirror to help self-teaching grow. To study the effectiveness of the learning numeral concepts of board games on the number of preschool children. The results of this study can provide a reference for other teachers, researchers, and related educational units to do conceptually related teaching or board games related to teaching. Keywords: Board game, Numeral concept, Preschool children, Achievement, Action research, Inquiry method