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Dissertations / Theses on the topic 'Preschool education content'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Ellefsen, Karen Lynn. "Content Analysis of Archetypal Portrayal of Females in Picture Books Read in Preschool Classrooms." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706496.

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<p> Literature that depicts females in restrictive roles may limit girls’ aspirations and success. Previous studies of award-winning books for young children have found gender-stereotypical role portrayal to be common. The purpose of this qualitative content analysis was to identify the archetypal roles assigned to female characters in picture books read aloud by teachers in the preschool classroom. The conceptual framework for this study was derived from feminist theory and Jungian archetypes. Data were collected in the form of teachers’ logs of books they read aloud over a 2-week

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Pebly, Melissa. "Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.

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Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in se

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Ng, Wai Yee Elizabeth. "How are linguistic gaps bridged in the content-based, kindergarten classrooms? : a case study of focus on form in the pre-school context." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/494.

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Cherro, Samper Myriam. "Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/52889.

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Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to

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Urbonavičienė, Loreta. "Priešmokyklinio ugdymo turinio kokybė M. Montessori pedagoginėje sistemoje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090608_103645-27021.

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Šiuo metu plačiai diskutuojama apie ikimokyklinio ugdymo įstaigos pokyčius bei rezultatus. Didelė ugdymo programų įvairovė. Todėl didelis dėmesys skiriamas ugdymo kokybės užtikrinimui, diegiama patikima ugdymo turinio vertinimo sistema. Vis didesnis dėmesys skiriamas ugdymo programų kūrimui, netradiciniams ugdymo metodams, tame tarpe ir M. Montessori pedagoginei sistemai. Tačiau dar neatskleista priešmokyklinio ugdymo turinio kokybės samprata M. Montessori pedagoginėje sistemoje. Šio baigiamojo darbo tikslas – atskleisti priešmokyklinio ugdymo turinio kokybės sampratą M. Montessori pedagoginėj

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6

Ramos, Isabel Cármen Pires. "Prática de ensino supervisionada em Educação Pré-Escolar." Master's thesis, Instituto Politécnico de Bragança, Escola Superior de Educação, 2010. http://hdl.handle.net/10198/3408.

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O presente relatório corresponde ao relato de um trabalho, desenvolvido no âmbito da prática de ensino supervisionada, em contexto de jardim-de-infância, tendo como finalidade a obtenção do grau de mestre em educação pré-escolar e pretendeu problematizar a importância da expressão matemática considerando-a como uma âncora para as diferentes áreas de conteúdo, evidenciadas nas «Orientações Curriculares» para a educação pré-escolar. Este estudo teve como objectivo fundamental reflectir a seguinte questão norteadora: De que forma, as experiências de aprendizagem do domínio lógico-matemático pod

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Kozlova, Tatiana. "Lärande för ett varsamt förhållningssätt till natur och miljö i en Reggio Emilia-inspirerad förskola : En studie om hur inspiration från Reggio Emilias filosofi kan användas som en pedagogisk resurs i arbete med natur och miljö i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71138.

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Studien syftar att få kunskap om hur inspiration från Reggio Emilia filosofi kan användas som en pedagogisk resurs för lärandet för hållbar utveckling i förskolan. Huvudfrågan i arbetet är: Vilka metoder, strategier och synsätt använder pedagoger i lärandet för hållbar utveckling i förskolan? Kvalitativa intervjuer med förskollärare används som en metod för att uppnå studiesyftet och besvara frågan. Data analyserades för att visa vilka metoder och strategier pedagoger använder i lärandet för hållbar utveckling, samt att ta fram fördelar och hinder som finns i Reggio Emilias förhållningssätt i

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Lange, Alissa A. "Exploring a Preschool STEM Professional Development Approach in the Context of the Garden." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4686.

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9

Blair, Kwang-Sun Cho 1958. "Context-based functional assessment and intervention for preschool-age children with problem behaviors in childcare." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282277.

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A context-based functional assessment was conducted to identify variables that influenced the problem behaviors of four preschool age children in a childcare center, and the effects of intervention programs which were developed based on the assessment results were evaluated. Generality to non-targeted situations and children was also investigated. In addition, treatment acceptability was assessed to determine the acceptability of the intervention procedures. Structured interviews and observations were employed to develop hypotheses about relevant variables. The hypotheses were tested using a c

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Andersson, Cecilia, and Linda Thoresson. "Några förskollärares syn på föräldrakontakten i förskolan." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8190.

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Preschool is a place where children, parents and teachers meet. Preschool is for children but also for the parents, they should feel confident about the place where they leave their children. We who made this study have a common interest to examine how teachers´ attitudes to parental contact in preschool works. The purpose of this study is to examine how teachers relate to parental contact. What do the educators think of their professionalism in the profession? Do educators believe that parental contact is important? And how do they work to obtain a good parent contact? The study has three que

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Owodally, Ambarin Mooznah Auleear. "Building bridges to primary education in Mauritius? emergent literacy experiences in a foreign language context : a case study of preschool children." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8222.

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Includes abstract.<br>Includes bibliographical references (leaves 354-445).<br>In the context where English, as a foreign language, is the main language of literacy and the written medium of instruction throughout the Mauritian education system, this thesis explores (1) preschoolers' early literacy experiences, (2) the outcomes of these experiences, and (3) the extent to which these experiences prepare them to use English in Standard 1. The theoretical and empirical research on emergent literacy, second/foreign language learning and teaching, second/foreign language literacy instruction and ne

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Gillmeister, Kristina M. "Development of Early Conceptions in Systems Thinking in an Environmental Context| An Exploratory Study of Preschool Students' Understanding of Stocks & Flows, Behavior Over Time and Feedback." Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256359.

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<p> Systems thinking allows learners to look at the world as a series of interconnected parts of a whole. A debate exists in early childhood research literature about whether or not children have the capacity to hold systems thinking conceptions due to the complex thought processing needed for systems thinking. Additionally, many researchers question whether children have enough life experience or cognitive schema to participate fully in systems thinking. However, this study’s findings indicate that young children do show signs of more complex understanding in systems thinking than what

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Batsopoulou, Meropi Aliki. "Examining play behaviors of children with internalized emotional disturbances in preschool context : A systematic literature review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35675.

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Child initiated play appears as a means for children to express their inner world and personality and works as a milestone promoting their overall development. Internalized emotional disturbances constrain children’s functioning and have an impact on their general behavior, hindering their development. Most of the times, it appears challenging for teachers to identify a child with internalizing problems in the preschool classroom and most interventions are targeting children with externalized problems. Since play is a way for children to express, observations of children’s behavior while playi

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Adomėnienė, Rita. "Į vaiką orientuoto specialiojo ikimokyklinio ugdymo turinio modelis." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_182438-10037.

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Sutrikusios raidos vaikų ikimokyklinis ugdymas – aktuali bei sudėtinga problema, nes specialiųjų poreikių vaikų psichofizinė ir asmenybės raida kokybiškai savita, o ikimokykliniais metais vaikas turi įgyti daug įvairių žinių apie aplinką, išsiugdyti elementarius pažintinės veiklos gebėjimus, įgūdžius, išmokti bendrauti, būti savarankišku. Šiame darbe pateikta mokslinės literatūros bei teisinių dokumentų apžvalga bei dirbančių pedagogų patirtis, leido įvardinti pagrindinius veiksnius įtakojančius specialiųjų poreikių vaikų ugdymą (si). Vienas jų - ugdymo turinys, todėl pateikiamas Vilniaus spe

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Gregory, Jordan Alexis. "How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?" TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3139.

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Pozneanscaia, Cristina. "Hyperactive Behavior and Participation in Social Play in a Swedish Preschool Context : A Cross-Sectional Study." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49522.

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The present thesis sought to compare participation in social types of play of children with and without hyperactivity in a Swedish preschool context. Based upon observational design of cross-sectional type, this study was built on a secondary analysis of data collected within two previous research projects that were merged into one dataset. A total of 583 children (n = 298 boys) aged 16 to 72 months (M = 52.55, SD = 11.01) were initially included in the sample. Preschool teachers rated children’s behavior difficulties on a hyperactivity scale using Strengths and Difficulties Questionnaire (SDQ

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Sulaimani, Mona F. "A Phenomenological Study of Mothers' Experiences Navigating Issues of Stigma Related to Autism in the Context of Saudi Arabia." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152215055928667.

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Sten, Lovisa, and Lina Green. ""Musik är ett sätt som tilltalar alla" : En kvalitativ studie om förskollärares sätt att arbeta med musik i förskolan." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79989.

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Denna studie grundar sig i fyra förskollärares beskrivningar kring vilka olika funktioner musiken har i förskolans verksamhet samt vilka faktorer som påverkar arbetet med musik i förskolan. Syftet med studien är att utifrån ett didaktiskt perspektiv bidra med kunskap om hur och varför förskollärare arbetar med musik. Studiens metod är av kvalitativt slag, och intervjuer har utförts för att samla in empiri. Resultatet visar att förskollärarna främst använder musik som metod i förskolan, till skillnad från musik som innehåll vilket används ytterst sällan. Av resultatet har det framgått att försk

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Höjman, Mira, and Angela Pettersson. "Laughter is the sunshine of the soul : A qualitative study of children’s experience of trust andemotional security in the preschool context." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39977.

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Att under en längre period i förskolan uppleva otillräcklig emotionell trygghet kan få konsekvenser förförskolebarns utveckling. Forskningen om vilken relevans och betydelse som barnen tillskriver sina upplevelserav trygghet är mycket begränsad. Denna studie är därför utformad med syfte att utifrån ett fenomenologisktperspektiv visa hur pedagoger kan närma sig barns livsvärld och få förståelse för hur enskilda barn på de olikaavdelningarna upplever emotionell trygghet. Detta genom att undersöka hur en grupp med fem- och sexåringarupplever begreppen tillit och trygg bas. Begrepp som enligt ankn

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Wagner, Sander. "Cautious inference : random life course events of parents and children in context." Doctoral thesis, Universitat Pompeu Fabra, 2014. http://hdl.handle.net/10803/277361.

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Esta tesis aborda el tema de los experimentos naturales o políticos que afectan el curso de la vida de padres e hijos y de las limitaciones de inferencia en tales experimentos. El primer trabajo "A non-linear Assessment of Preschool Effects" evalúa de forma no lineal la asignación de diferentes programas pre-escolares para niños daneses. Constatando que los resultados anteriores de encontrar efectos débiles se mantienen, pero que los niños y niñas muestran sorprendentemente diferentes efectos no lineales. El segundo papel "Rusty Instruments?" muestra que el método estándar para estimar los efe

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Borges, Maíla Aparecida Ferreira. "Formação continuada de professores na rede municipal de São Bernardo do Campo: experiências no contexto de duas pré-escolas." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/9841.

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Made available in DSpace on 2016-04-27T14:31:34Z (GMT). No. of bitstreams: 1 Maila Aparecida Ferreira Borges.pdf: 1499351 bytes, checksum: dc9f89142bbf1b1411106c55ed2ebf70 (MD5) Previous issue date: 2015-03-25<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This Dissertation analyzes the in service training process of early childhood education teachers, developed in the context of two public preschools at the municipality of São Bernardo do Campo, state of São Paulo. The research includes two dimensions: the first one focus the municipal system, exploring the structure

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Isaksson, Boström Erika, and Katja Tuvesson. "När språket hoppar och far : En kvalitativ studie om stöttning i barns språkliga utveckling i förskolan med hjälp av Bornholmsmodellen." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32251.

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Abstract The aim of this study was to research how pedagogues work with communication and technique within language development for children with special needs. It covers children with language disorder and language delay as well as children having a different language than Swedish as their native language. The main questions used are: What means of communication methods are the pedagogues using on their daily work with children with special needs and what methods are used in the preschool to support the children with the language development? What obstacles and possibilities do the pedagogues

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Hultberg, Ingridz Kristine. "”Utvecklas i sin egen takt” En aktionsforskningsstudie om förskolepedagogers reflektioner kring sina val och handlanden ”Develop at one ́s own pace” An action research study on preschoolteachers reflections about their choices and actions." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32949.

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This is a qualitative actions research study of pre school teachers’ reflections about their choices and actions. The qualitative actions research study is combined with semistructured interviews, mind map-conversations and a videocamera in order to bring awareness about the pedagogs actions. The theory i use to analys the results is poststructural discourse. The aim is to understand and investigate how and if teachers in preschool change their analyses and reflections practice, during their action research process. Another purpose, during this process, is to understand how the pre school teac

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Ribeiro, Tambi Carraro. "Cultura, contexto sócio-familiar e imaginação:um estudo exploratório sobre a cor na infância." Universidade do Estado de Santa Catarina, 2007. http://tede.udesc.br/handle/handle/735.

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Made available in DSpace on 2016-12-08T16:19:01Z (GMT). No. of bitstreams: 1 Tambi 1 pdf.pdf: 104046 bytes, checksum: 0339efb1eedcead7fed51e036ba69ff3 (MD5) Previous issue date: 2007-08-22<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This dissertation is presented as a requirement for the title of Master in Visual Arts, being part of the Education of Visual Arts research line. Its theorical central axle is an explanatory study about colors in childhood, over all about childrens in preschool. Some important theorical aspects have been observed, such as: the choice and th

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Shepherd, Jaclyn Sandra. "Music content in state early learning guidelines: a content analysis." Thesis, 2015. https://hdl.handle.net/2144/15203.

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As a result of the Good Start, Grow Smart Initiative (GSGS) in 2002, states began developing Early Learning Guidelines (ELGs), which are utilized by state funded programs for children ages 3 to 5. Although GSGS recommended that states include literacy, language, and pre-reading skills in ELGs, many states developed more comprehensive documents that included broader ranges of skills and activities consistent with each state's conceptualization of what constitutes quality learning environments for this age group. Consequently, music content, if included in ELGs, may vary from state to state. T

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Lee, Ting‐Yi, and 李亭儀. "A Survey Study of the Content and Strategies of Safety Education by Preschool Educators." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/w7m7yp.

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Lin, Chiu-Chuan, and 林秋全. "A Teaching Acceptance Study of Using Mobile Digital Content System to Support Preschool Teachers in the Situational Teaching on Preschool Education." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/02844313862365269322.

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碩士<br>國立臺中教育大學<br>數位內容科技學系碩士班<br>102<br>This research was aimed at studying motivation, acceptance and satisfaction degree of preschool teachers of digital teaching resource website though Mobile device. Preschool teachers could utilize mobile device and QR code to combine course materials in the situational teaching processes, they also could observe class situations at the same time by using Mobile device to make more completed teaching records. The content in the teaching resource website includes ：(1) course guidelines, teaching plans and many references before classes (2) teaching materia

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Mzimela, Patience Jabulile. ""An exploration of foundation phase teachers' pedagogical content knowledge (PCK) for teaching literacy in a multi-graded classroom in rural context."." Thesis, 2012. http://hdl.handle.net/10413/9410.

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Rural schools in South Africa often face numerous challenges that are largely aggravated by low numbers of learners, low numbers of teachers and a shortage of teaching and learning resources, to mention a few. Hence, the provision of one teacher per grade is perceived as a luxury in many rural schools. Consequently, such challenges have led to many rural schools being affected by multi-grade teaching. Multi-grade classes have more than one grade in one classroom, usually those grades that are close to each other. For instance, Grade R and Grade One learners will be taught in one class by the s

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Chu-Chen, Shu-Yuan, and 朱陳淑媛. "A Content Analysis of The Individualized Education Plan at preschool stage in Taoyuan,Hsinchu,and Miaoli." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/05993207303630880508.

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碩士<br>國立新竹教育大學<br>幼兒教育學系碩士班<br>100<br>A Content Analysis of The Individualized Education Plan at preschool stage in Taoyuan,Hsinchu,and Miaoli Shu-Yuan chu-Chen Abstract This study was to analyze the contents of the individual education plan(IEP) at preschool stage in Taoyuan, Hsinchu and Miaoli. We used Tai-Hua Lu and Jing-Qing Zhang (2003), the "individualized education plan evaluation form" as a research tool to analyze the contents of IEP from 2007 to 2008 of the special education classes and the inclusion classes at preschool stage. There were two samples in each class and a total of 74

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SU, LI-NA, and 蘇麗娜. "The Exploration of Tour Itinerant Teacher Resources Providing and Service Content of Kaohsiung Preschool Special Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/81094944271858477839.

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碩士<br>國立屏東大學<br>幼兒教育學系碩士班<br>105<br>The exploration of tour itinerant teacher resources providing and service content of Kaohsiung preschool special education Abstract The study aims to explore the situation of tour itinerant teacher resources providing and service content of Kaohsiung preschool special education. The research adopts semi-structured interview for two referral center social workers and nine preschool special education tour itinerant teachers to realize the current resource situation of Kaohsiung. The research results are as follows. 1. Kaohsiung city pro

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Mari, Hind R. "Teacher -child interaction in the preschool classroom: Gender equity in context." 2000. https://scholarworks.umass.edu/dissertations/AAI9978524.

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This study has investigated the quality and quantity of interactions between teachers and children at three preschool settings to find out whether these teachers interacted differently with girls and boys. The study aimed at understanding how teachers integrated gender equity as a value into their other values through curriculum, classroom management and discipline, conflict resolution, their use of language, discussions with children, and the rest of their daily interactions with the children. Three preschool classrooms were chosen to be studied in depth. The setting of the study was three sc

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"Social Competence Growth in Preschool: Individual Differences and the Role of Classroom Context." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.62991.

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abstract: Social-emotional competence (SEC), or effectiveness of social interaction, plays a central role in children’s health and well-being. The three goals of the current study were to describe the development of SEC during a preschool year; identify an appropriate factor structure for observed teacher-child interactions; and predict SEC growth from children’s characteristics (emotional competence, language risk, gender, and race/ethnicity), teacher-child relationship quality, and classroom characteristics (relational climate, observed teacher-child interaction quality, and curriculum). Chi

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Kuběnová, Michaela. "Příprava a realizace kurikula. Vliv profesní přípravy učitelky na kvalitu tvorby vlastní pedagogické dokumentace." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-300134.

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Key words curriculum, educational programme, teacher, kindergarten, competence, vocational preparation, educational content, focus group, general educational programme for preschool education Annotation This thessis deals with selected topics related with issues of curriculum of a preschool education. In the theoretical part, some basic terms are explained. Then, the personality of a teacher and the educational programme is put into the context. At the end of this part, the characteristics of content of the recommended curriculum of a preschool education is given. The practical part deals with

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Lawton, Mary Beth. "Physical contact between teachers and preschool-age children in early childhood programs." 1998. https://scholarworks.umass.edu/dissertations/AAI9823748.

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Considerable evidence indicates that touch is vital to the healthy psychological development of children. However, teacher-child physical contact has rarely been investigated. This study was therefore designed to obtain descriptive data on teacher-child touch in preschool classrooms, the teacher, child and center variables which affect such contact and the messages teachers give to children regarding human closeness. The central question addressed was: do all children receive physical affection from caregivers? The frequency and duration of seven categories of touch were measured in eight pres

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Rajouria, Sunita. "The natural context of mother-toddler play interactions in a rural Nepali community." 2002. https://scholarworks.umass.edu/dissertations/AAI3056272.

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Research indicates that mothers structure or scaffold children's early play. However, it is unclear whether these findings can be generalized to mothers and children of different cultures. Culture-specific and ecological factors may affect a mother's inclination and motivation to play with her child, her scaffolding behaviors, her involvement in play, and the type and kind of play she engages in. This study explores and provides preliminary descriptions of how play is defined, perceived, and valued by a sample of fifteen rural Nepali mothers. The study also describes the kind of play interacti

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Botha, Zelda. "Kurrikulumdifferensiasie in die vak Wiskunde Graad R vir leerders met erge intellektuele gestremdheid in inklusiewe Wes-Kaapse spesiale skole." Diss., 2013. http://hdl.handle.net/10500/10495.

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Text in Afrikaans<br>In hierdie studie het die navorser die probleem van kurrikulumdifferensiasie vir Wiskunde Graad R aangespreek, sodat leerders met erge intellektuele gestremdheid ook sukses in Wiskunde Graad R kan ervaar. Die primêre vraag wat aangespreek is, is hoe die vereiste begrippe en vaardighede van die Kurrikulum- en Assesseringsbeleidsverklaring (KABV), vir Wiskunde Graad R aangepas kan word vir leerders met erge intellektuele gestremdheid. Die belangrikheid van die studie lê in die verskil wat differensiasie kan maak aan 'n leerder se geleentheid om sukses te ervaar volgens sy v

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Gokhale, Neelima. "Children's literacy development in the context of their preschool pedagogies in selected communities in India: a case study." 2008. http://arrow.unisa.edu.au/vital/access/manager/Repository/unisa:38134.

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Gokhale, Neelima. "Children's literacy development in the context of their preschool pedagogies in selected communities in India : a case study." 2009. http://arrow.unisa.edu.au:8081/1959.8/83070.

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This multiple case study investigated children's literacy development in the context of current pedagogical practices of their preschools in three selected communities in India.<br>Thesis (PhD)--University of South Australia, 2009.

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"中國大陸學前教育改革背景下幼兒園教師身份構建研究: The construction of preschool teacher identity in the context of education reform in the Chinese mainland". 2015. http://library.cuhk.edu.hk/record=b6116341.

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提升學前教育的機會與品質成為世界趨勢，近年來中國大陸政府在普及學前教育進程中逐漸關注並出臺政策以保障和監控教育品質，這對幼兒園教師提出高績效表現的素質要求。然而，實踐一線的教師們面臨著國家和市場的雙重期待，究竟如何看待自己？又如何為職業賦予了什麼樣的意義？本研究借助詮釋性互動和符號互動論為理論視角，採用質化研究的取向，以北京為實地研究範圍，選取33名幼兒園教師和3名管理者，就其對身為教師的理解與詮釋展開深入訪談，輔之以文檔收集和實地觀察，探討幼兒園教師為職業賦予意義的過程。本研究主要有以下發現：<br>首先，影響幼兒園教師身份的三種結構性力量分別是國家權力、市場話語和性別文化。這三種力量共同交織，巧妙地將幼兒園教師群體置於弱者之境，導致幼兒園教師身份空間被擠壓、身份異化和性別化。其次，符號互動論視角下，幼兒園教師身份構建就是幼兒園教師與他人進行外部互動和與自我進行內部互動的過程。不同工作情境下的幼兒園教師身份構建呈現三種不同的路徑：外部主導型、內部主導型以及內外兼顧型，從而構建出不同類型的幼兒園教師身份：保姆與廉價勞動力、有特色的專業工作者、我不是保姆而是___老師。最後，情緒在幼兒園教師身份構建中的作用表現在：情緒是身份的晴雨表、身份呈現的工具、身份承諾的動力及促進身份轉化的誘因。幼兒園教師在身份構建過程中情緒產生並嵌入其互動的工作情境中，與不同對象互動中呈現出不同的情緒地理。

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Vu, Ngoc Yen Nhi. "Preschool Teacher’s Perspective On The Reconceptualization Of Care In The Teaching Context In Swedish Early Childhood Education : Systematic literature review from 2011 to 2021." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53616.

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The Educare model has been represented in Swedish preschool history from the 1970s onward and is described in the Swedish preschool national curriculum. This curriculum presents a holistic view of care, learning, and development. Currently, Early Childhood Education and Care preschool teachers in Sweden have been presented with a new keyword – “teaching” - in preschool practices. The addition of the term “teaching” has placed a high emphasis on strengthening the teaching mission in the Swedish preschool nation curriculum. As the focus of preschool has been adjusted and shifting towards knowled

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Ozturk, Yasin. "Negotiating modernity : early childhood education policy development in Turkey in the context of seeking European Union membership---a case study of the General Directorate of Preschool Education /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3301207.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.<br>Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0499. Adviser: Daniel J. Walsh. Includes bibliographical references (leaves 169-177) Available on microfilm from Pro Quest Information and Learning.

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Borges, Sandy Sousa. "Explorar e aprender : os materiais didáticos no contexto da aprendizagem da Matemática na Educação Pré-escolar e no 1.º Ciclo do Ensino Básico." Master's thesis, 2015. http://hdl.handle.net/10400.3/3460.

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Mestrado (PES II), Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 17 de Junho de 2015, Universidade dos Açores.<br>Com o presente relatório pretendemos analisar e fundamentar as práticas que foram desenvolvidas em contexto de estágio, no âmbito das unidades curriculares de Prática Educativa Supervisionada I e de Prática Educativa Supervisionada II, do plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da responsabilidade do Departamento de Ciências da Educação da Universidade dos Açores. Optámos pelo tema "Explorar e Aprender: os materiai

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Finn, Catherine Donahue. "The cultural context of parenting an infant with developmental disabilities: Irish mothers' perspectives." 1998. https://scholarworks.umass.edu/dissertations/AAI9841868.

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The increasing diversity of the U.S. population presents a challenge to providers of early intervention services to infants and toddlers with disabilities, and their families. Information is needed about the cultural contexts of families with infants with disabilities which is currently lacking in the literature in special education. Using ethnographic methods of participant observation, in-depth interviews, and field notes, with member checks and peer debriefing for establishing trustworthiness, this study gathered information about the context of parenting an infant with developmental disabi

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Wiltshire, Cynthia Arraya. "Teacher Stress, Teacher Warmth, and Children’s Ability to Regulate Emotion in the Preschool Classroom Context: a Mixed-methods Approach." Thesis, 2021. https://doi.org/10.7916/d8-scex-zf53.

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An understanding of emotion regulation (ER) is important to children’s development, allowing for better navigation of the world. This learning happens in the company of caregivers, within the context of relationships inside and outside the home. Detrimental circumstances (e.g., poverty, lack of quality early childcare options, homelessness), however, exist for children in the United States. These factors have the potential to affect children’s academic readiness and success, resulting in them entering Kindergarten labeled at risk for school failure. To manage these factors and the at-risk char

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"Promoting High Quality Teacher-Child Interactions: Examining the Role of Teachers' Depression, Perceptions of Children’s Peer Relationships, and Contextual Factors." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.45542.

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abstract: The overall goal of this dissertation was to examine teacher characteristics, teachers’ beliefs, and contextual factors that may motivate teachers’ decisions to engage in high quality teacher-child interactions. I use two complementary studies to meet this goal. These two studies provide insight into several aspects of early childhood teachers’ and children’s interactions including the complexity of the conversations and teachers’ supportive practices. Findings from both studies reveal that teachers are selective in how they distribute their time and attention across various types of

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Ho, Chao-ju, and 何昭儒. "A study of the relationship between the teacher educators’ educational technology role modeling and the development of technological pedagogical content knowledge (TPCK) of preschool teachers in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/13831539719405126858.

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碩士<br>國立中山大學<br>教育研究所<br>98<br>This study aimed to realize the relationship between the teacher educators’ educational technology role modeling impact and the development of technological pedagogical content knowledge (TPCK) of preschool teachers in Taiwan. Quantitative Data was collected from a sample of 335 in-service preschool teachers who teach in either public schools or private schools in southern Taiwan. Follow-up interviews were also conducted with five survey respondents. The instrument was translated and adapted from Schmidt et al. (2009) TPCK survey instrument. The five modeling tec

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Essack, Ayesha B. O. "An exploration of teacher beliefs and practices within a context of effective pedagogy in grade r/reception year classes in the greater Durban area of KwaZulu-Natal." Thesis, 2011. http://hdl.handle.net/10413/5689.

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This research presents an understanding of Grade R teachers' beliefs and practices, and elucidates factors that constrain the belief practice domain. In asking the question, "What are the beliefs and practices of Grade R teachers within a context of effective pedagogy in Grade R/Reception Year classes in the greater Durban area of KwaZulu-Natal?" I produced data from Grade R teachers' perspectives. I reported on their beliefs on pedagogy, and the nuances of their practice, in order to develop an understanding of the different dimensions of pedagogy in Grade R. Using a qualitative, exploratory

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Semedo, Gracinda Tavares. "Literacia na Educação Pré-Escolar." Master's thesis, 2016. http://hdl.handle.net/10400.12/5297.

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Relatório de Prática de Ensino Supervisionada apresentado no ISPA - Instituto Universitário/ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar<br>O presente Relatório da Prática do Ensino Supervisionada nasceu da vontade de compreender melhor a intervenção pedagógica na Educação Infantil, no âmbito da literacia emergente. Assim, estabelecemos como principais objetivos: motivar as crianças para a descoberta e exploração de leitura e da escrita; promover oportunidades de uma maior participação das famílias no processo da aprendizagem das crianças; criar condições de o grup

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Sonnenberg, Edwina Samantha. "Social context, social cohesion and interventions: an assessment of early childhood development (ECD) programmes in selected communities in the Cape Flats." Diss., 2018. http://hdl.handle.net/10500/24544.

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Text in English with abstracts in English, isiZulu, and isiXhosa<br>South Africa’s education system is in crisis. Problems in education directly impact the country’s economy through its influence on skills development for employability. Young children trapped in an environment under serviced by educational resources and haracterised poor social cohesion cannot reach their full potential. This study, undergirded by Bronfenbrenner’s ecological model, sought to establish whether stateled early childhood development centres (ECDCs) in the Cape Flats can establish social cohesion and foster respon

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