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Tesi sul tema "Emotional school readiness"
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1
Fauconnier, Justine. "Developing indicators of emotional school readiness of South African children and possible therapeutic use thereof". Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-133806/.
Testo completo
2
Allan, Mark Rodney. "Qualitative Study of Kindergarten School Readiness and Personal and Social Development". Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28985.
Testo completoAbstract (sommario):
Kindergarten school readiness and the phenomenon of students entering kindergarten without the necessary personal and social skills they need to be successful in kindergarten was explored in this qualitative study. How this phenomenon impacts the school setting, including administrative support systems and classroom instructional practices implemented by kindergarten teachers, was explored. Elementary principals and kindergarten teachers who experienced this phenomenon were interviewed using semi-structured interviews. Official documents relating to the phenomenon being studied were collected and analyzed to provide for triangulation of the data.
Findings of this study provide insights into current classroom practices that are currently being implemented to solve the problem of students' personal and social skill deficits. Findings will assist division level leaders, elementary principals and kindergarten teachers to guide and shape classroom practices designed for enhancing and improving students' personal and social skills. Findings report what current resources are being used by kindergarten teachers to provide personal and social skill instruction and how teachers' instructional practices in this domain are being guided and directed by administrators. Division level leaders and school level leaders are provided with information about instructional practices for improving kindergarten students' personal and social skills. Findings of the study show how elementary principals' and kindergarten teachers' beliefs about kindergarten students' personal and social skill development are aligned to the Virginia Department of Education's Foundation Blocks for Early Learning for certain skills and how they are not aligned for other skills.Ph. D.
3
Waajid, Badiyyah I. "The Relationship Between Preschool Children's School Readiness, Social-Emotional Competence and Student-Teacher Relationships". VCU Scholars Compass, 2005. http://hdl.handle.net/10156/1459.
Testo completo
4
Collett, Gale A. "How Social Emotional Development Skills Gained in High Quality Public School Prekindergarten Impact Kindergarten Academic Readiness". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1237.
Testo completoAbstract (sommario):
Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000).
Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press).
The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness.
Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.
5
Mtati, Cebokazi Ngcakani. "A systematic review: Instruments that measure emotional and social competency as a domain of school readiness of preschool children in South Africa". University of Western Cape, 2020. http://hdl.handle.net/11394/7668.
Testo completoAbstract (sommario):
Magister Artium (Psychology) - MA(Psych)Given the lack of standardised and locally developed school readiness assessment tools in South Africa, as well as the under-emphasis on emotional and social competency in favour of cognitive domains in assessment of school readiness, many South African children enter mainstream schooling with their emotional wellbeing significantly compromised. Therefore, emphasis on children’s emotional and social competency as a domain of school readiness is essential. The study aims to identify and summarise aspects of the instruments that measure emotional and social competency as a domain of school readiness in preschoolers and their psychometric properties. All ethical considerations in terms of the systematic review process were adhered to
6
Clare, Emily P. "The Business Communities' Perspectives on Work-based Learning and Career Readiness for High School Students". Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1615650103164532.
Testo completo
7
Erhart, Amber Christine. "EVALUATING THE PREDICTIVE VALIDITY OF ACADEMIC AND SOCIAL-EMOTIONAL SCREENING ASSESSMENTS FOR MEASURING ACADEMIC AND SOCIAL-EMOTIONAL SUCCESS AT THE END OF FIRST GRADE". Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/222715.
Testo completoAbstract (sommario):
School PsychologyPh.D.
By the end of the kindergarten, students are expected to possess early academic skills as well as the social maturity to be successful in first grade. Students leaving kindergarten without these readiness skills are sometimes held back in first grade or referred for a special education evaluation in later grades if they fail to make adequate progress. However, before a special education referral can be made, the education system must demonstrate that the deficit is not due to a lack of instruction. Response-to-Intervention is a preventive intervention framework supported by federal legislation (No Child Left Behind (NCLB); 2002 and Individuals with Disabilities Education Act (IDEIA); 2004) that ensures that only valid special education referrals (i.e., referrals based on quantitative data) are processed. Using a multi-tiered assessment and intervention approach, students are first identified as at-risk through the use of screening tools designed to indicate academic or behavioral deficits. At-risk students are then exposed to evidence-based interventions with increasing levels of intensity to determine the type and amount of support needed. However, response-to-intervention has yet to be extended down to kindergarten students, and the screening instruments available for this population have yet to be evaluated for their predictive validity with end of first grade academic and behavioral performance. This study examines the predictive validity of psychometrically sound academic and behavioral screening instruments with first grade academic and social-emotional success. Participants included kindergarten students (n=290) from five ethnically diverse elementary schools located in a small suburban city in a mid-Atlantic state. Early literacy, early numeracy, writing, and social-emotional screening assessments were administered three times a year to determine whether the screening tools were adequate measures of kindergarten readiness skills for first grade academic and social-emotional success. Participants were followed from the beginning of kindergarten until the end of first grade to determine which skills measured by the screening assessments were the most predictive of a conceptual model of first grade academic and social-emotional success. The results indicated that the social-emotional screening assessment was able to significantly predict social-emotional success at the end of first grade. Kindergarten academic screening assessments however, were not able to significantly predict first grade academic success. Results also indicated that there were significant differences in scores across gender, ethnicity and family composition.
Temple University--Theses
8
Munnik, Erica. "The development of a screening tool for assessing emotional social competence in preschoolers as a domain of school readiness". University of the Western Cape, 2018. http://hdl.handle.net/11394/6099.
Testo completoAbstract (sommario):
Philosophiae Doctor - PhD (Psychology)Literature identified that emotional/ social competence is under-emphasised in favour of cognitive domains in assessment of school readiness. Socio-cultural and risk factors in the South African context complicate school readiness assessment. Thus, there is a need for a contextually appropriate screening tool for emotional-social competence. The aim of the study was to develop a screening tool for emotional/ social competence as a domain of school readiness. Ethics approval was obtained from the UWC ethics committee (14/2/8) and all ethics principles were upheld. The study had four successive phases - each conceptualised as a separate study with independent methodologies. Phase One consolidated the literature reporting on measures and definitions of emotional social readiness through two systematic reviews. Phase Two developed a concept map of stakeholders’ perceptions about emotional/ social competence as a domain of school readiness. Seven focus groups and two individual interviews were facilitated with parents and teachers of grade R children, as well as health professionals involved in assessment of school readiness. The findings from Phase One and Two informed the construction of a screening tool for emotional/ social competence in Phase Three. The resultant screening tool had nine subdomains.
9
Dominguez, Escalon Ximena. "Learning Behaviors Mediating the Relationship between Behavior Problems and Educational Outcomes". Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_theses/117.
Testo completoAbstract (sommario):
This study examined the relationship between behavior problems, learning behaviors and educational outcomes for at-risk preschool children. A sample of Head Start children (N = 196) were selected in the Southeast. Behavior problems were assessed using The Devereux Early Childhood Assessment (DECA; Le Buffe & Naglieri, 1999) and learning behaviors were assessed using the Preschool Learning Behavior Scale (PLBS, McDermott, Green, Francis & Stott, 1996). Educational outcomes included measures of literacy and math, collected using subscales from the Galileo System for the Electronic Management of Learning (Galileo; Bergan et al., 2003). Behavior problems were found to predict learning behaviors, math and literacy. Furthermore, learning behaviors were found to mediate the effect of behavior problems on literacy and math, and such mediation effects were not found to be moderated by gender nor age. The findings of the study provide a preliminary explanation regarding the mechanism through which behavior problems relate to educational outcomes for preschool children.
10
Anaya, Berenice. "Self-Regulation in Preschoolers: Validity of Hot and Cool Tasks as Predictive Measures of Academic and Socio-Emotional Aspects of School Readiness". TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1644.
Testo completoAbstract (sommario):
Extensive research on the development of self-regulation has demonstrated that better executive functioning and effortful control during the preschool years are associated with greater kindergarten and early school achievement. Recent findings suggest that self-regulation tasks differ in their assessment of “hot” and “cool” regulation, how these processes map onto effortful control and executive functioning, and may predict school readiness. However, only a few studies have examined the validity of hot and cool regulation tasks (Allan & Lonigan, 2014; Di Norcia, Pecora, Bombi, Baumgartner, & Laghi, 2015; Willoughby, Kupersmidt, Voegler-Lee, & Bryant, 2011), and how they predict socio-emotional competence (Di Norcia et al., 2015) and academic performance (Kim, Nordling, Yoon, Boldt, & Kochanska, 2013). The current study examined the validity of hot and cool tasks as measures of self-regulation and predictive measures of school readiness within a low-income sample. The sample consisted of 64 preschoolers between the ages of three (n= 38) and four (n= 26) who were enrolled in a blended Head Start program. The Preschooler Self-Regulation Assessment, Woodcock Johnson subtests (Letter Word, Applied Problem, and Picture Vocabulary), and teacher ratings of social competence (Social Competence and Behavioral Evaluation) and emotional competence (Emotion Regulation Checklist) were collected in the fall and spring of the school year. Results indicated that performance on the Cool and Hot tasks
was moderate to highly correlated with academic performance and teacher ratings of socio-emotional competence respectively. Developmental differences in selfregulation performance suggested that cool regulation begins to develop later in the preschool period and may depend on earlier development of hot regulatory processes. There were also gains in academic achievement and socio-emotional competence from fall to spring. Regression analyses indicated that Hot and Cool tasks did not predict socio-emotional competence and academic achievement as distinctively as expected. Hot and cool regulation seemed to predict socio-emotional competence and academic achievement in parallel, with the exception of math performance, which was strongly predicted by Cool task performance above and beyond Hot tasks. Results suggest that hot and cool regulation overlap in predicting school readiness.
11
Goldschmidt, Tessa Jane. "The exploration of preschool teachers' understanding and classroom experience of socio-emotional development in early childhood and the role it plays in school readiness". University of the Western Cape, 2019. http://hdl.handle.net/11394/6834.
Testo completoAbstract (sommario):
Magister Psychologiae - MPsychThe socio-emotional development of children has an extremely important impact on the overall development of children. Globally, extensive research has been dedicated to the socio-emotional development of children with regard to play, socio-emotional programmes, school readiness and school success. However, there is limited current research within the South African context relating to socio-emotional development in early childhood and its importance for school readiness, specifically from the views of educators. This study explored preschool teachers’ understanding and classroom experience of socio-emotional development in early childhood and the role it plays in school readiness. This study utilises the Albert Bandura’s social learning theory which posits that adults function as “environmental experts who model appropriate behaviours and structures the environment” in ways that encourage appropriate behaviours in children. A qualitative methodological framework with an exploratory research design was used. A total of 12 preschool teachers from both community-based preschools and primary schools with a Grade R programme were recruited. Data were collected with semi-structured interviews and analysed thematically in accordance with Braun and Clarke (2006). Participants’ rights such as informed consent, anonymity and confidentiality were guaranteed throughout the research process. Ethics guidelines stipulated by the Humanities and Social Sciences Research Ethics Committee at the University of the Western Cape were strictly adhered to. The main findings were that preschool teachers understand socio-emotional development as consisting of inter- and intrapersonal skills. Teachers viewed themselves as role models who encourage and model appropriate and prosocial behaviour in the classroom. Lastly, preschool teachers view age appropriate development in all areas as absolutely essential for school readiness.
12
Harper, Mary E. "Exploring childcare professionals' pedagogical choice when guiding children's social and behavioral development". [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002195.
Testo completo
13
Mitchell, Allison. "Investigating social and emotional school readiness and assessment : a multiple case study approach". Thesis, 2004. http://hdl.handle.net/2429/15768.
Testo completoAbstract (sommario):
This study utilized a qualitative, multiple case study design to investigate how social and
emotional school readiness is defined and to determine what strategies are pursued within one
community in the Lower Mainland of British Columbia to assess social and emotional school
readiness in preschool and kindergarten aged children. Nine key stakeholders were contacted and
interviewed regarding their understanding of social and emotional school readiness including the
various intervening factors that foster social and emotional competence. Factors thought to
inhibit and facilitate assessment practices for this population were addressed. The data revealed
no definite consensus on what constitutes social and emotional school competence or readiness.
Social and emotional competence, certain personality characteristics, specific classroom skills
and language development were thought to be recurrent themes in respondents' definitions.
Several intraindividual (gender, age, temperament) and interindividual (culture, parenting,
programs) factors were found to influence social and emotional school readiness. As anticipated,
assessment practices were found to be largely informal in nature. Factors inhibiting assessment
appear to be related to limited time and resources, particularly, having access to culturally
appropriate and psychometrically sound assessment tools as well as trained individuals to
administer and interpret assessments. Further research is needed to determine whether
interventions can be designed to promote social and emotional learning and if there is empirical
evidence that social and emotional competence improves children's early school success.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
14
Avila, Brizuela Leonor. "Hispanic Preschoolers' School Readiness: A Study Examining the Impact of Cultural, Social-Emotional, and Sociodemographic Factors". Thesis, 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8590.
Testo completoAbstract (sommario):
The Hispanic population is becoming increasingly prevalent in the United States,
facing not only many sociodemographic risks, but academic risks as well. A large
number of Hispanics are entering school unprepared to learn. While the importance of
school readiness for academic success and achievement has been established, research
focusing on school readiness in the Hispanic population has been limited. Furthermore,
while research has established the importance of social-emotional skills for school
readiness, these have been insufficiently studied in this population in how they relate to
school readiness. This study examined school readiness in Hispanic preschoolers and the
impact of sociodemographic, cultural, and socio-emotional variables on school
readiness. A total of 162 children ages 3 to 5 years old were assessed by a school
readiness measure in a Head Start program in central Texas. Children were assessed
during the first 45 days of school. Teachers and caregivers completed a social-emotional
rating scale on each student’s social skills and problem behavior during the first 45 days
of school. In addition, caregivers completed a questionnaire that addressed cultural and
sociodemographic factors.
The purpose of this study was to fill the gaps of the literature by examining
factors that impact school readiness among Hispanic preschoolers. The goal of this study
was to determine the extent to which cultural variables can predict school readiness and
social-emotional competence, above and beyond sociodemographic factors. This study
also sought to determine the extent to which social-emotional competence can predict
school readiness above and beyond sociodemographic factors and cultural factors. This
study hypothesized that cultural factors and social-emotional competence would have an
impact on school readiness, above and beyond sociodemographic factors. This study
used hierarchical regression analyses. Results suggest that cultural variables were not
good predictors of school readiness or social-emotional competence. Sociodemographic
variables were good predictors of social-emotional competence. In addition, social skills
were significant predictors of school readiness. Results suggest that Hispanic
preschoolers are not that unlike other preschoolers when it comes to factors that have an
impact on their school readiness and social-emotional competence.
15
(5929907), Irem Korucu Kiroglu. "Pathways to Early School Success: Exploring the Individual and Collective Contributions of Contextual Factors and School Readiness Skills". Thesis, 2019.
Cerca il testo completoAbstract (sommario):
This dissertation includes two studies. The first study investigated longitudinal associations
between the home and classroom environments at age 3 and academic and social outcomes at
age 9 as well as the mediating role of attention regulation and language in these associations.
Study 2 examined the continuity and change in the level of the quality of the home environment
across ages 3 to 5 and its association with school readiness outcomes at age 5. Data for both
studies came from four waves (baseline, age 3, 5 and 9) from the Fragile Families and Child
Wellbeing study, which includes 4898 children (52.4% male) and primary caregivers. Twenty
one percent of the mothers for the total sample were White, 47% were Black, 27% were
Hispanic, and 4% identified as other. Sixty five percent of mothers had an education level of high
school or less, 24% completed some college, 11% had a college degree or higher. Results for
study 1 indicated that better quality home and classroom environments at age 3 were related to
stronger language skills at age 5, and the quality of the classroom environment was significantly
related to better attention regulation at age 5. Further, mediation analyses indicated that
children’s language skills at age 5 mediated the associations between both early contexts and
later academic skills, and attention regulation at age 5 mediated associations between the
classroom environment and later academic skills. Results for study 2 indicated that there was not
stability in the quality of the home environment between the ages of 3 to 5. In addition, higher
quality home environments at age 3 and change in the quality of the home environment predicted
greater gains in children’s attention regulation, language, and social emotional competence.
Taken together, findings from these studies inform our understanding of the importance of early
environments for children’s school readiness and later skills and have potential implications for
future research, policy, and interventions designed to promote healthy development in early and
middle childhood.
16
Chen, Li Li, e 李麗珍. "A Study on the Relationship Between Emotional Intelligence and Self-Directed Learning Readiness of Elementary School Teachers in Miaoli CoutyA Study on the Relationship Between Emotional Intelligence and Self-Directed Learning Readiness of Elementary Sc". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/74862600955219202385.
Testo completoAbstract (sommario):
碩士玄奘大學
成人教育與人力發展學系碩士班
99
The purpose of the study is to discuss the relationship between the emotional intelligence and the self-directed learning readiness of elementary school teachers. The study aims to include understanding the present state in the emotional intelligence and self-directed learning readiness of elementary school teachers, exploring the differences in the emotional intelligence and the self-directed learning readiness of elementary school teachers from different backgrounds, discussing the relationship between the emotional intelligence and the self-directed learning readiness of elementary school teachers. To achieve the objectives mentioned above, questionnaire survey method was adopted, we analyze relevant literature as the basis of the compilation questionnaire between the emotional intelligence and the self-directed learning readiness of elementary school teachers in Miaoli County. We sample elementary school teachers in Miaoli County by stratified sampling. Each of the 625 subjects was given a questionnaire to fill out. A total of 591 questionnaires was returned. The data was analyzed by the statistic methods of descriptive statistics, t-test, One-way Anova, and Pearson’s product-moment correlation. There come out the following foure conclusions: 1. The level of elementary school teachers emotional intelligence is ranked over average. 2. No significant differences are found on the part of elementary school teachers emotional intelligence in consideration of teacher’s gender, age, academic degrees, service year, and school size. 3. The elementary school teachers have good self-directed learning readiness. 4. There were significant differences in self-directed learning readiness for elementary school teachers of different academic degrees, and school size. 5. For these elementary school teachers, the higher the emotional intelligence is, the higher the self-directed learning readiness. Finally, according to the conclusions of this study, some practical suggestions were also proposed not only to the elementary school teachers in Miaoli county but also to the administration authority, and researchers in the future.
17
"Social-Emotional Development and Approaches to Learning Skill Development Through the Lens of School Readiness Policy and Practice In Arizona: A Case Study". Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29843.
Testo completoAbstract (sommario):
abstract: This small case study reviewed research literature and Arizona standards and assessments utilized in the early learning continuum, with a focus on holistic development, specifically in the areas of social-emotional development and approaches to learning skill development. This conversation has become especially prevalent in the state of Arizona in light of initiatives around school readiness, and policy changes reflected within the state. Much has yet to be determined concerning how the systems approach works in Arizona local education agencies, specifically the depth, consistency, and approach in which nonacademic areas of social-emotional development and approaches to learning skills are addressed in the Arizona standards, local practices and classrooms, and preschool and kindergarten assessments. The study included a content analysis, conducted as a word count, of standards and assessments, as well as a small case study of including high academic achieving district (including semi-structured interviews and classroom observations). Through the data analysis, it was affirmed a culture of learning, reflecting social-emotional development and approaches to learning skill development was created within this Local Education Agency. Three categories (environment, individual, and decision making) emerged as a way to describe this culture through a theoretical perspective of sociocultural theory. The study offers an opportunity for discussion of social-emotional development and approaches to learning skill development, connecting to a high academically achieving district, and makes recommendations for policy, practice and further research.Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2015
18
Scholtz, Janine. "Emosionele gereedmaking van voorskoolse kinders vir skooltoetrede". Diss., 2001. http://hdl.handle.net/10500/17690.
Testo completoAbstract (sommario):
Summaries in Afrikaans and EnglishHierdie studie spreek die emosionele skoolgereedheid van voorskoolse kinders aan. Die voorskoolse kind met sy basiese emosies vanuit sielkundig opvoedkundige perspektief word in die studie van naderby beskou. Tydens die studie is die basiese emosies volgens Plutchik (1980) wat bepalend vir die emosionele skoolgereedheid van die skooltoetreder is, geidentifiseer. Na aanleiding van nuwe insigte waartoe gekom is, het die navorser 'n eie emosionele skoolgereedheidsevalueringslys volgens Plutchik (1980) se basiese emosies antwerp, wat as 'n maatstaf vir die evaluering van emosionele skoolgereedheid kan dien. 'n Empiriese ondersoek is onderneem om te bepaal of 'n aantal proefpersone volgens n emosionele skoolgereedheidsevalueringslys emosioneel skoolgereed is al dan nie. Emosionele tekorte is vanuit die emosionele skoolgereedheidsevalueringslys geidentifiseer, waarna diagnostiese en terapeutiese tegnieke vir emosionele skoolgereedmaking kortliks bespreek is. Opvoedkundige sielkundiges kan die diagnostiese en terapeutiese tegnieke as hulpmiddel gebruik om emosionele tekorte, wat moontlik 'n blokkasie vir emosionele skoolgereedheid inhou, aan te spreek.
This stidu addresses the emotional school preparedness (readiness) of pre-primary children. The pre-primary child with his basic emotions from a psychological educational perspective is examined more closely in this study. During this study the basic emotions according to Plutchik {1980) that determine the emotional school readiness of the school entrant, were identified. On account of new insights gained, the researcher designed a school readiness evaluation list of her own according to Plutchik's (1980) basic emotions. This list can serve as a guideline for the evaluation of emotional school readiness. An empirical study was undertaken to determine whether a number of experimental subjects {children) were ready for school or not. Emotional deficiencies were identified by means of the emotional school readiness evaluation list, whereafter diagnostic and therapeutic techniques for the emotional preparation of children were briefly discussed. Educational psychologists can use these diagnostic and therapeutic techniques as an aid to address emotional deficiencies, which may impede the emotional school readiness of children.
Educational Studies
M. Ed. (met spesialisering in Voorligting)
19
Pretorius, Ursula. "Geletterdheidsgereedmakingsprogram en die implikasies daarvan vir skoolgereedheid : 'n sielkundig-opvoedkundige perspektief". Thesis, 2001. http://hdl.handle.net/10500/15822.
Testo completoAbstract (sommario):
Summaries in Afrikaans and EnglishOntluikende geletterdheid is waarskynlik die belangrik:ste tema wat in hierdie proefskrif behandel word. Die doelbewuste skepping van ouderdomsrelevante geleenthede vir die kleuter om op 'n informele wyse blootstelling en deelname aan luister- praat-, lees- en skryfvaardighede te ervaar, dien as vertrekpunt. Vroee ontwikkeling van geletterdheidsvaardigbede, as komponent van kognitiewe ontwikkeling by die kleuter, bet geblyk noodsaaklik te wees- nie net ten aansien van skoolgereedheid nie, maar ook ten opsigte van sy uiteindelike selfverwesenliking. Die oogmerk strek dus verder as die afiigting van die kleuter tot 'n toereikende vaardigbeidsvlak ten einde skoolgereed te kan wees. In teenstelling met die lank bestaande beleid in Suid-Afiika, wat bepaal bet dat voorskoolse onderwys byna uitsluitlik die onderrig van perseptuele vaardigbede moes bebels, word 'n alternatiewe benadering m hierdie proefskrif aangedui. Hulpverlening met geletterdheidsontwikkeling as doelwit behels waarskynlik 'n meer omvattende scenario ten einde die beboeftes van die affektief-, kognitief-, sosiaalwordende kind aan te spreek. Ontsluiting van 'n nuwe wereld van kennis waardeur nonne, boudings en vaardighede aangeleer word, bet 'n direkte invloed op die kwaliteit van sy totale lewe. By uitnemendbeid skep uitkomsgerigte onderwys die geleentbeid om reeds op voorskoolse vlak, geletterdbeidsvaardigbede op 'n informele wyse aan te leer. Die mite dat primere skole aileen die voorreg beskore is om leerders te leer lees en skryf, word krities in hierdie studie bevraagteken. Die klemverskuiwing is reeds sigbaar in die nuut-aangekondigde onderwysbeleid naamlik dat die leerprogram Geletterdheid minstens sowat 40% van die daaglikse onderrigprogram in die grondslagfase moet geniet. Die wyse waarop geletterdheidsvaardighede aangeleer kan word, word indiepte bespreek. Eweneens word belangrike prosesse waardeur die ontwikkeling van 'n fonologiese-, semantiese- en sintaktiese bewussyn, aan die orde gestel. Die aanleer van geletterdheidsvaardighede blyk nie alleen noodsaaklik te wees vir die ontwikkeling van lewensvaardighede nie dit bewerkstellig toegang tot en die begryping en belewing van die werklikheid wat die mens omring.
Emergent literacy is probably the most important theme addressed in this thesis. The purpose is to create age related opportunities for the pre-school child to experience exposure and participation in listening-, vocal-, reading- and writing abilities on an informal basis which serves as a point of departure. Early awareness of literacy abilities as a component of cognitive development of the pre-school child has proved to be essential - not only in respect of school readiness, but also with regard to ultimate selfactualisation. The aim therefore goes beyond the mere training of the pre-school child to an adequate level of competence to be well prepared for formal schooling. Contrary to the well established policy in South Africa which determined that pre-school education should be limited to the exclusive teaching of perceptual abilities, an alternative approach has been considered in this thesis. Assistance with a view to literacy development probably encompasses a more inclusive scenario in order to address the requirements of the emotional, cognitive and social developing pre-school child. Exposure to a new world of knowledge through which norms, attitudes and abilities are acquired, has a direct influence on the quality of his total life. Outcomes based education provides an excellent opportunity to acquire already at pre-school level, literacy skills on an informal basis. The myth that only primary schools have been allotted the privilege to teach learners to read and write, is being critically questioned in this study. The change in emphasis is already evident in the recently announced education policy, namely that the daily learning programme Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously Literacy must include at least 400/o of the foundation programme phase. The manner in which literacy skills can be acquired are discussed in depth. Simultaneously important processes affecting the development of a phonological, semantic and syntactic cognition are discussed. The acquisition of literacy skills appears not only to be important to the development of life skills - it accomplishes access to and the comprehension of as well as the perception of the reality surrounding man.
Psychology of Education
D. Ed. (Sielkundige Opvoedkunde)
20
Pretorius, Ursula. "'n Geletterdheidsgereedmakingsprogram en die implikasies daarvan vir skoolgereedheid: 'n sielkundig-opvoedkundige perpektief". Thesis, 2002. http://hdl.handle.net/10500/1570.
Testo completo
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Aganjová, Lejla. "Rozvoj sociálně emocionálních dovedností předškolních dětí". Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-408499.
Testo completoAbstract (sommario):
This thesis defines social-emotional skills that need to be refined among pre-school children within the context of the beginning of schooling. The work also verifies the possibilities and limits of artefiletics in the development of social and emotional skills of pre-school children. The thesis is of a theoretical- empirical character and is divided into two parts - theoretical and practical. The chapters of the theoretical part deal with social and emotional development of pre-school children, the meaning of a play in social-emotional development and also with social-emotional constituent part of school maturity. The last chapter is devoted to artefiletics as an innovative approach towards the development of social- emotional skills of pre-school children. The practical part of this thesis consists of two parts - action research and questionnaire survey. The action research focuses on verifying the possibilities and limits of artefiletics when developing and refining social-emotional skills of pre-school children in kindergarten.The action research aimed at increasing the quality of complex maturity preparation for entering primary school, respectively adaptation to school environment. The second part of the practical part consists of questionnaire survey, the aim of which was above all to discover...
22
Comeau, Stéphanie. "Différents parcours de fréquentation des milieux de garde peuvent-ils modérer le lien prédictif entre les caractéristiques socio-familiales et le niveau de préparation scolaire des enfants?" Thèse, 2013. http://hdl.handle.net/1866/10433.
Testo completoAbstract (sommario):
Le niveau de préparation scolaire des enfants est un prédicteur important de la réussite scolaire ultérieure. Les études ont montré que la fréquentation d’un milieu de garde extra-familial avant l’entrée en maternelle influence le niveau de préparation scolaire des enfants. L’objectif de cette étude est d’examiner quels parcours de garde sont associés à une meilleure préparation scolaire autant sur le plan cognitif que socio-émotionnel. Le second objectif est d’examiner si les différents parcours de garde contribuent différemment à la préparation scolaire selon les caractéristiques socio-familiales de l’enfant. Cinq cent soixante-douze enfants ont été recrutés à partir du registre des naissances du Québec et ont été suivis de l’âge de 5 mois jusqu’à leur entrée en maternelle. Trois parcours de garde ont été considérés: la garde continue en milieu familial (F-F), la garde en milieu familial durant la petite enfance suivie de la garde en installation durant l’âge préscolaire (F-I) et la garde continue en installation (I-I). Le niveau de préparation scolaire des enfants ayant suivi un de ces parcours de garde a été comparé à celui des enfants n’ayant jamais fréquenté de façon régulière un service de garde. La dimension cognitive de la préparation scolaire a été évaluée à l’aide du test du Lollipop et la dimension socio-émotionnelle à l’aide du Questionnaire des comportements sociaux. Les résultats indiquent qu’un parcours de garde favorise la dimension cognitive de la préparation scolaire de tous les enfants, sans nuire à la dimension socio-émotionnelle : le parcours F-I. On observe en outre un effet modérateur de la scolarité maternelle : lorsque les mères ont fait des études universitaires, la préparation scolaire de leurs enfants sur les deux dimensions de la préparation scolaire est aussi élevée pour ceux qui n’ont jamais fréquenté de service de garde sur une base régulière que pour ceux qui ont suivi le parcours de garde F-I. La présente étude confirme la contribution positive des milieux de garde au développement cognitif des enfants de milieux défavorisés. De plus, les résultats de cette étude précisent quel parcours de garde est associé à la meilleure préparation scolaire des enfants. Le parcours de garde F-I pourrait contribuer à réduire l’écart entre ceux qui sont prêts à entrer à l’école et ceux qui ne le sont pas et favoriser le succès scolaire pour tous les enfants, réduisant du coup les inégalités sociales.School readiness is an important predictor of future academic success. Studies have shown that childcare before kindergarten entry influences academic readiness of children. The objective of this study is to examine which sequences of childcare type are associated with better cognitive and socio-emotional school readiness. The second objective is to examine whether the different sequences of childcare type contribute differently to the school readiness as function of social and family characteristics. 572 children from Quebec were randomly selected from the birth’s register and were followed from 5 months of age until they entered kindergarten. Three sequences of childcare type were considered: continuous home-based care (F-F), home-based care in infancy and center care during preschool period (F-I) and continuous center care (I-I). School readiness of children following one of these sequences of childcare type was compared to those of children who have never used a regular type of care. Cognitive school readiness was assessed with the Lollipop test and socio-emotional school readiness was assessed with the Social Behavior Questionnaire. The sequence of childcare type that promotes the best cognitive school readiness without compromising the socio-emotional dimension is the F-I sequence. Conversely, when the mother had a high level of education (university), children who have stayed at home are as well prepared to enter school as the ones that had followed the F-I sequence of care. Findings of this study confirm the positive contribution of childcare on cognitive development of disadvantaged children. In addition, results of this study specify which sequence of care promotes optimal child development. Attending F-I sequence could reduce the gap between those who are ready to enter school and those who are not and thus ensure that all children start school with the same chance of success. In this way, it would be possible to reduce social inequalities.
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Heckroodt, Annétia Sophia. "Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig". Diss., 1995. http://hdl.handle.net/10500/16926.
Testo completoAbstract (sommario):
Summaries in Afrikaans and EnglishText in Afrikaans
With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated.
Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer.
Psychology og Education
M. Ed. (Psychology of Education)