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Rozprawy doktorskie na temat „Early years of school”

Autor: Grafiati

Data publikacji: 10 grudnia 2024

Data aktualizacji: 31 lipca 2025

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1

Kozica, Saida, and Marcus Falk. "Religion Education in the early school years." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31848.

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Vi tycker det här ämnet är viktigt och passar bra in i vår verksamhetsförlagda tid och i vår utbildning som en framtida lärare. Det är viktigt att vi redan i tidig ålder försöker informera våra elever att vi alla som lever i detta samhälle har fler likheter än olikheter och genom att tala kring detta så kan man få bort begreppen vi och de. Rasism är byggd på fördomar, därför tycker vi det är viktigt att man börjar tala kring religion redan tidigt i åldrarna. Vi anser att genom att vi diskuterar olika religioner i klassrummen så skapar eleverna förståelse till dessa religioner, denna förståelse

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Miller, Linda Kathleen. "Literacy development in the pre-school years." Thesis, University of Hertfordshire, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365930.

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Lilley, Patricia Rosemary. "Implementing local education authority policy : four year olds in school." Thesis, University of Hertfordshire, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302244.

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Gregory, Evelyn Elsie. "The nature and significance of boundary negotiation between teachers and children from "non-school-oriented" backgrounds in early school reading lessons." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018655/.

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Children from families which do not share the language, culture or social class of the teacher are often viewed as 'disadvantaged' when they enter school. It comes as no surprise to teachers when these children experience problems in beginning reading in the classroom. The teachers' expectations are backed up by statistics showing that children from 'non-school-oriented' backgrounds are less likely to succeed at all stages in their school careers. Explanations for lack of progress are sought in the children's linguistic, cultural or cognitive deficiency or, most recently, in their inexperience

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Jones, Caroline A. "Special educational needs : identification and assessment in the early years." Thesis, University of Warwick, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340549.

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Logan, Muriel L. "Creating educational experiences through the objects children bring to school." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21152.

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The Scottish Curriculum for Excellence is framed, without visible theory, in language embedding the value of children’s experiences. In association with a policy encouraging practitioners to develop healthy home/school links, early childhood practitioners develop pedagogical practices in support of this curricular language of experience. One aspect coming into focus is children’s experiences in general rather than only those which take place within institutional walls. One way children introduce their out-of-school experiences into classrooms is by voluntarily bringing treasured objects from h

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Brinn, Michelle. "Exploring intercultural understanding through home-school communication in an international school." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665419.

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This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts o

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Girdwood, Jill Lynette. "Towards authentic family-school relationships: Engaging families through early years transition-to-school programs." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/378154.

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How early years transition-to-school programs have been used to engage families and foster family-school relationships is the focus of this study. Understanding how family-school relationships are created can inform future school engagement practices and ensure that all families are empowered to support their child’s educational outcomes. A review of literature suggests that families in low socio-economic and diverse communities are often perceived by schools as lacking interest or ability to play the role schools expect. Further, the cultural values, beliefs, and economic circumstances of the

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Lyndon, Sandra Jacqueline. "Early years practitioners' narratives of poverty in early childhood." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81407/.

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This thesis focuses on Early Years Practitioners who are working with young children and families in early years provision in England. Adopting a narrative approach the study sought to explore how their understandings of poverty in early childhood are shaped by dominant discourses of poverty and professional and personal experiences. Poverty as a concept is multi-dimensional and dynamic including both the experience of poverty as well as absolute and relative understandings. Under the New Labour Government, Early Years Practitioners were positioned as part of a long-term strategy to alleviate

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Fraser, Val. "Literacy begins at home : a case study approach to the examination of the storybook interactions between parents and their pre-school children." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324720.

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Fabry, Amie L. "Who is leading the early years? An investigation of early childhood pedagogical leadership in school settings." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2023. https://ro.ecu.edu.au/theses/2684.

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The early years of primary school in Western Australian is a complex space fraught with confusion and challenge as teachers experience competing demands on their pedagogical practice. In the early years, Kindergarten (starting at 3 1/2 years) through to Year 2 are mandated to use the Principles and Practices of the Early Years Learning Framework and are school audited on a modified form of the National Quality Standard. However, Kindergarten and Pre-primary teachers report concerns about the pushed down curriculum and the impact that pressure for academic achievement and formal learning is hav

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Said, Lara. "An examination of the pupil, classroom and school characteristics influencing the progress outcomes of young Maltese pupils for mathematics." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018064/.

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The current study examines the pupil, classroom and school level characteristics that influence the attainment and the progress outcomes of young Maltese pupils for mathematics. A sample of 1,628 Maltese pupils were tested at age 5 (Year 1) and at age 6 (Year 2) on the National Foundation for Educational Research Maths 5 and Maths 6 tests. Associated with the matched sample of pupils are 89 Year 2 teachers and 37 primary school head teachers. Various instruments were administered to collate data about the pupil, the classroom and the school level characteristics likely to explain differences i

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Woods, Annette. "The contexts and purposes of school literacy pedagogy : 'failing' in the early years /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe.pdf.

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Jönsson, Emelie. "Den tidiga läs- och skrivutvecklingen - The development of literacy during early school years." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34764.

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Arbetet med den tidiga läs- och skrivundervisningen hos sex intervjuade lärare skildras i denna studie. Syftet är att redogöra för idag verksamma lärares undervisning av tidig läs- och skrivutveckling samt bringa klarhet i huruvida de använder sig av specifika metoder som stöd i arbetet. Vilka metoder är i sådana fall aktuella och arbetar samtliga lärare på samma sätt? Studien avser även ta del av hur elevers individuella behov bemöts i undervisningen samt hur lärarna i studien arbetar för att möta eleverna på den kunskapsnivå de befinner sig. Empirin grundar sig i semistrukturerade kvalitativ

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Lumsden, Eunice. "Early Years professional status : a new professional or a missed opportunity." Thesis, University of Northampton, 2012. http://nectar.northampton.ac.uk/4494/.

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Prior to 1997, an integrated legislative and policy approach to meeting the educational and care needs of children and young people, in the English context, had been absent. Separatist rather than integrated models of service delivery prevailed. In the early years specifically, research findings have supported the growing recognition internationally about the importance of good quality Early Childhood Education and Care, both economically and for later life achievements. In England, the former Labour Government (1997-2010) began to address the issues through a raft of policy initiatives, inclu

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Warin, Joanna. "The role of gender in the development of the young child's sense of self within the social context of early school experiences." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266671.

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Bourke, Lorna. "Working memory and writing skills in children during the early years of primary school." Thesis, Liverpool John Moores University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402880.

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Brooke, Adrian M. "The natural history of pre-school respiratory symptoms and their value in predicting asthma in the early school years." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/29607.

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To test whether wheeze and cough in pre-school children would predict the presence of asthma later in childhood, a population whose symptoms had been ascertained during the first five years of life were re-sampled when 4-7 years old to measure current symptoms, lung function, atopy, bronchial responsiveness, airway lability and night cough. Of the pre-school groups, 37.9% of wheezers continued to wheeze. Although 36.8% of the coughers continued to cough, only 7.2% had started wheezing, a similar proportion to that seen in the asymptomatic group (6.7%). Wheezers showed the greater BR (geometric

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Huth, Kerrin. "Exploring the Use of Story as a Pedagogically Beneficial Support for Teaching Christian Studies in the Early Years of Primary School." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/419066.

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Learners in the first years of schooling have unique needs because of their age and educators plan activities to best meet their needs. One prominent feature of the classroom in the first years of school is the use of story. Stories are a key part of our lives and provide rich experiences for children which allow them to build literacy skills, understand their own experiences and learn about language. They invite questions, promote discussion, and can allow the opportunity to delve deeper as students place themselves in the context of the story and the life of the characters. Considering the v

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Norris, Kelly. "Raising Teacher Sensitivity to Key Numeracy Competencies in the Early Years." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1473.

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Mathematical competence is a key capability for success in adult life, and yet many students do not achieve functional levels of numeracy during their school lives. Furthermore, many teachers report that they lack the confidence in teaching mathematics that they have for teaching literacy. Research indicates that it is possible to predict which students are likely to have difficulties in mathematics as early as the Pre-Primary year, and interventions can be provided which are effective in minimising such difficulties. The assumption framing this project is that raising teachers’ understanding

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Owens, Paula. "Fields of meaning : an enquiry into the development of environmental values in the early school years." Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422734.

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Moody, Jolie. "An exploration of what contributes to sustaining adult-child interactions in an Early Years Forest School." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3925.

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The early years of a child's life are crucial for their development; within the UK there has been an increase in the care and educational provision provided for children under the age of five. The Early Years Foundation Stage (EYFS) was introduced in 2008 to provide a framework for consistent, high quality learning environments for children up to the age of five years. Chapter one, provides a meta-ethnographic review of literature exploring what research suggests supports children's language and communication in the outdoor environment within the EYFS. Relationships, environmental influences a

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Mohd, Nazir Fazlin. "Fostering engagement: Building connections with Culturally and Linguistically Diverse (CaLD) families in the early years of school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2024. https://ro.ecu.edu.au/theses/2853.

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Family-school partnerships are pivotal in children’s education, especially in early years of school. In Western Australia. The early years of school encompasses three-and-a-half-year-old children in Kindergarten, a non-compulsory year of school that has been administrated and on schools’ sites for the last 40 years. Despite substantial representation in Western Australian (WA) schools, culturally and linguistically diverse (CaLD) families' perspectives on school connections and how schools form partnerships and engage them in their child’s learning remains understudied. The critical relationsh

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Lewis, Karen. "Teachers' perceptions of using interactive whiteboards in early years classrooms." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/118066/1/Karen_Lewis_Thesis.pdf.

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This action research study investigated teacher perceptions of incorporating interactive whiteboards (IWBs) to enhance technology, teaching and learning instruction in Early Years (Prep to Year 3) classrooms. It looked at how teachers used and incorporated IWBs in lessons, prepared and selected media and digital resources, and worked collaboratively to support teaching practices. Participants were recruited from a small group of Early Years (Prep to Year 3) teachers who worked at the same school and currently have an IWB in their classroom. This research identified teacher perceptions of pe

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Lundqvist, Johanna. "Educational pathways and transitions in the early school years : Special educational needs, support provisions and inclusive education." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126011.

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The overall aim of this research is to describe and analyse the educational pathways from preschool to school of a group of children with and without special educational needs. The aim is also to describe and analyse children’s views and experiences of early years education, and how these can be obtained. The research comprises six studies that are presented in four articles and two conference papers. Longitudinal and multiple-case study designs, and mixed method approaches are adopted in the empirical studies, and the data is collected via observations, a questionnaire, documents, conversatio

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Harden, Annette. "Caterpillars and Catalysts: A longitudinal Case Study of Writing Development in an Early Years Classroom Privileging Dramatic Pedagogies." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/365344.

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This thesis explores the impact on children’s development in a preparatory school classroom, when dramatic pedagogies were privileged in the teaching of writing. Using a qualitative case study approach, which included a selection of five illustrative cases, children’s progress from role-play to phonetic users of the alphabet was examined. Data included the artefacts produced by the children, reading records, a journal of the year, and the transcripts of videos made of teaching sessions. A self-study of the researcher as an emerging drama teacher was included in the multi-case study, alongside

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Pierce, Katherine. "An evaluation of the effectiveness of Play Bank : a peer-mediated approach to develop the interactive play of pre-school children." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-effectiveness-of-play-bank--a-peermediated-approach-to-develop-the-interactive-play-of-preschool-children(90e35086-512a-4c5d-af02-a5ab283855b5).html.

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Interactive play in the Early Years Foundation Stage (EYFS) provides crucial opportunities for young children to develop a range of skills which are important for social development. Play Bank provides structured opportunities based on ‘Resilient Peer Treatment’ (Fantuzzo et al. 1996; 2005) for children to engage in peer-mediated play sessions, and has been found to increase the play interaction of shy and withdrawn preschool children in an initial small-scale study by the current author. This research seeks to extend the evidence base for Play Bank in UK schools by examining perceptions of ch

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Achek, Jennie. "Geometri : Hur lärare undervisar i geometri i de tidigare skolåren." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17606.

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Ett flertal både internationella och nationella undersökningar visar att svenska skolelever blir allt sämre på matematik. Ett delområde som ofta utpekas är geometri. Denna undersökning syftar till att ta reda på hur ämnet geometri har utvecklats i den svenska skolan samt vilka metoder och begrepp lärare använder sig av när de undervisar i geometri i de tidigare skolåren. Empirin har hämtats från åtta semistrukturerade intervjuer och från studier av gamla läroplaner. Resultatet visar att lärare använder en mängd begrepp och metoder i sin undervisning men att det finns ett behov av fortbildning

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Fox, Jillian Louise. "Young children and digital-numeracy in the prior-to-school year." Thesis, Queensland University of Technology, 2010.

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In the Digital Age, the development of mathematical proficiency is a key issue for children and their education (Steen, 1997). The process of becoming numerate begins in the early years. Considering the widespread demand for a numerate citizenry in a digital age, it is essential that young children develop the foundations of digital-numeracy. The term "digital-numeracy" is used to describe the numeracy practices and behaviours which are mediated by digital technologies such as microwaves, mobile phones, computers, console games ( e.g., Playstations®), television and DVD players and MP3 players

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Martins-Mourao, Antonio. "Children's understanding of number in the primary school years : a unifying view from early counting knowledge of place value." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020347/.

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Previous research has tended to focus on the development of separate number components (e.g. counting, addition, written numbers) and so, cannot comment on how development in one component affect development in others. The purpose of this thesis was to provide preliminary evidence towards a unifying view about the development of children's number competence, from early counting skills, at age four, to knowledge of place value, at age seven. To accomplish that aim 152 children from three different cohorts (Reception, Year 1 and Year 2) were given thirteen maths tasks, three times along one scho

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Malmgren, Charlotte. ""We shall copy, copy and write" - conceptions of the mother tongue subject in the early years of primary school in a Peruvian public school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32926.

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Syftet med studien är att undersöka vilka ämneskonceptioner som dominerar modersmålsundervisningen i grundskolans tidigare år i Peru, samt jämföra dessa med svenska förhållanden och forskning. Vidare syftar studien till att analysera varför dessa ämneskonceptioner dominerar, samt vilka slutsatser som kan dras med hänsyn till dessa ämneskonceptioners resultat. Metoden är kvalitativa intervjuer med tre lärare på en kommunal skola i Cajamarca, Peru, samt klassrumsobservationer vid tre tillfällen hos vardera lärare. Två intervjuer genomfördes med vardera lärare, en före observationerna och en efte

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Bertagno, Paula. "Promoting children's emotional well-being in pre-school settings : a grounded theory study exploring the views of early years practitioners." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/18664/.

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Working to promote the emotional well-being of children is currently a key area of development for the UK government. The increasing responsibility that professionals have for supporting children and young people’s mental health needs has been reflected in recent policy and legislation with particular prominence in the new Special Educational Needs and Disability (SEND) Code of Practice (DfE & DoH, 2014). In the context of early years education, the new legislation makes specific reference to the importance of early identification and provision in improving long-term outcomes. In that respect

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Watson, Barbara. "Facilitating independent learning early in the first year of school." Thesis, University of Auckland, 1993. http://hdl.handle.net/2292/2438.

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This is a study of a) the nature and incidence of independent learning defined as "knowing how to generate and direct the processes of learning...*(see p.3) in new entrant classroom settings and, b) the nature of the teacher-child interactions associated with such independent learning. Systematic observation was used at school entry and three months later, to identify aspects of independent learning and the associated teacher behaviours. Six categories of child directed acts identified the range of behaviours from which independent learning could be inferred. Each category of teacher behaviour

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Doyle, Katherine Mary. "Mapping the language of science and science teaching practices : a case study of early childhood school science." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45941/1/Katherine_Doyle_Thesis.pdf.

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Concerns raised in educational reports about school science in terms of students. outcomes and attitudes, as well as science teaching practices prompted investigation into science learning and teaching practices at the foundational level of school science. Without science content and process knowledge, understanding issues of modern society and active participation in decision-making is difficult. This study contended that a focus on the development of the language of science could enable learners to engage more effectively in learning science and enhance their interest and attitudes towards s

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Miniscalco, Carmela. "Language problems at 2 1/2 years of age and their relationship with early school-age language impairment and neuropsychiatric disorders /." Göteborg : Institute of Neuroscience and Physiology/Speech and Language Pathology, The Sahlgrenska Academy at Göteborg University, 2007. http://hdl.handle.net/2077/851.

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Jarvis, Pamela Ann. "The role of rough and tumble play in childrens social and gender role development in the early years of primary school." Thesis, Leeds Beckett University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410328.

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Al-Thani, Tamader Jassim. "Early Years Education in Qatar : a comparative study of its nature, provision and quality in national and international pre-school settings." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/1926/.

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This study investigated and compared the quality and nature of Arabic and English speaking preschools' curricula in the State of Qatar. To the researcher's knowledge, this is the first study to investigate, compare and assess the preschool curricula currently provided in the State of Qatar. Four major research tools were used including structured teacher's questionnaire, structured teachers' interviews, structured classroom observations and structured mother's questionnaire. The teachers' questionnaire sample consisted of 107 teachers, 81 Arabic school teachers and 26 English school teachers.

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George, Rosalyn Patricia. "Best friends and worst enemies : an exploration of pre-adolescent girls' friendship within the primary and early years of secondary school." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020448/.

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Neto, Carina Tatiana Cabo Salgadinho. "Prática de ensino supervisionada em educação pré-escolar e 1º ciclo do ensino básico: a aprendizagem da matemática nos primeiros anos." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/16016.

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O atual relatório reflete o percurso de aprendizagem feito ao longo da Prática de Ensino Supervisionada em Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico. Nele é patenteada uma reflexão relativamente à prática de ação educativa desenvolvida no Pré-Escolar numa Instituição Privada de Solidariedade Social e no 1.º Ciclo numa Escola Pública, tendo por base o modo como foi feita a integração das quatros dimensões patentes no Perfil de Desempenho Profissional do Educador de Infância e do Professor do 1.º Ciclo. O relatório é composto por três partes centrais, constando a primeira numa fundame

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Walsh, Glenda. "The play versus formal debate : a study of early years provision in Northern Ireland and Denmark." Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325969.

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Dahlbäck, Ann-Charlotte. "Förväntningar formar framtiden : Om meningsskapande vid övergångar i skolans tidigare år." Thesis, Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-175312.

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The aim of the study is to visualize and discuss how students perceive and make meaning in their transition from pre-school class to primary school. A special goal is to identify factors that facilitates and/or hinders students’ successful transition. In spring 2017, nine five-year-old children expressed their thoughts before starting in preschool class. The thoughts were documented in interviews and drawings that the students made. By going back to the students who were interviewed then and with their images as artifacts, this study wants to analyze how the students retrospectively describe t

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Habermann, Stefanie. "Pre-school predictors of early arithmetic skills : a two year longitudinal study." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10041305/.

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The purpose of this thesis was to examine longitudinal predictors of children’s early arithmetic abilities with a particular focus on the relation to the approximate number system (ANS), language and numeracy skills as well as background measures of cognitive abilities. This longitudinal study assessed children five times over a 25-month period beginning in nursery classes and continuing to the end of Year One (the first complete year of formal schooling). The thesis investigated the concurrent and longitudinal predictive importance of ANS, numeracy, language and cognitive abilities in childre

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Mallett, Margaret. "Non-fiction in the primary school years : a study of some factors associated with success in helping children to read non-literary texts and to reflect on ideas and information which they encounter." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021534/.

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In this dissertation I argue the case for placing children's reading of non-fiction in the context of the whole language and learning programme. The emphasis is on supporting reflective reading rather than only on the acquisition of study skills. An action inquiry, involving a whole class of 9 year olds using non-fiction in the context of project work, is described and evaluated by the writer as teacher-researcher. The study is in three parts. Part 1 begins with a short analysis of the present state of affairs, then proceeds to an examination of different theoretical approaches to learning and

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Perez, Francisca. "Engelska förkunskaper över tid -Elevers förändring i engelska förkunskaper över tid." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67738.

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The English language is becoming more common in our society. Research shows that students learn English in their spare time as well as in the classroom. The purpose of the study is to investigate teachers’ experiences of students’ previous knowledge in English, if it has changed over time in speech and vocabulary and what sources the teachers perceive that the students meet in their spare time. I considered it appropriate to use qualitative data collection in the form of semi structured interviews with experienced teachers. The result shows that the teachers in my study can see a change in pre

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Oliveira, Helena Dória Lucas de. "Entre mesadas, cofres e práticas matemáticas escolares : a constituição de pedagogias financeiras para a infância." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/21369.

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A presente investigação inscreve-se nos campos dos Estudos de Gênero e dos Estudos Culturais que se aproximam dos referenciais pós-estruturalistas, apoiados na teorização de Michel Foucault. Examino que pedagogias financeiras para a infância se constituem na articulação dos discursos da Educação Matemática com os discursos do senso comum, produzindo modos de lidar com dinheiro que educam crianças urbanas inseridas em processos de escolarização contemporâneos. Analiso práticas culturais implicadas no uso do dinheiro, relatadas em diários e entrevistas de crianças que cursavam a quarta série e a

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Lima, Izabel Maciel Monteiro. "Educational experiences in the context of the transition from early childhood education for elementary education in a public school in Fortaleza in the perspective of the various segments of the school community." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11256.

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nÃo hÃ<br>A presente pesquisa teve como objetivo geral analisar como se concretizam as estratÃgias de articulaÃÃo curricular utilizadas numa escola pÃblica municipal de Fortaleza no Ãltimo ano da EducaÃÃo Infantil (EI) que visam Ã continuidade da formaÃÃo da crianÃa na sua transiÃÃo para o primeiro ano do Ensino Fundamental (EF), considerando as perspectivas dos diversos segmentos da comunidade escolar sobre esse processo. No Brasil, os momentos de transiÃÃo escolar ganham destaque a partir das mudanÃas na organizaÃÃo da EducaÃÃo BÃsica, tais como a ampliaÃÃo do EF de oito para nove anos de du

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Westberg, Johannes. "Förskolepedagogikens framväxt : Pedagogisk förändring och dess förutsättningar, ca 1835-1945." Doctoral thesis, Uppsala universitet, Historiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8639.

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This dissertation contributes to the study of educational change and the conditions thereof. During the second half of the 19th and first half of the 20th centuries, Swedish early care and education (ECE) programs underwent a comprehensive transformation as formal instruction was supplanted by early childhood education. My analysis of this transformation utilizes a comparatively long time-frame, an organizational historical perspective, and archival material from 44 ECE societies. It focuses on three types of ECE programs: infant schools, day nurseries, and kindergartens. Since philanthropic s

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Breakell, John. "The teaching of mathematics in schools in England and Wales during the early years of the Schools Council 1964 to 1975." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10019044/.

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This thesis examines the teaching of mathematics for pupils up to 16 years of age in schools in England and Wales during the early years of the Schools Council, 1964 to 1975. The thesis is divided into seven chapters. The first is introductory and includes a review of conceptual points and of major primary and secondary sources. The second chapter examines issues in the control of the school curriculum in the first 60 years of the twentieth century and describes the establishment of the Schools Council and its predecessor the Curriculum Study Group. Chapter three presents the results of an ana

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Santos, Adriana Dantas Wanderley dos. "A educação dos surdos na cidade de Salvador: reflexões sobre suas particularidades lingüísticas e os serviços oferecidos nos primeiros anos escolares." reponame:Repositório Institucional da UFBA, 2011. http://www.repositorio.ufba.br/ri/handle/ri/11872.

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Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-30T17:14:13Z No. of bitstreams: 1 Dissertacao_Adriana Dantas.pdf: 1061643 bytes, checksum: c9f4e44e704a40bb84982513a4e16150 (MD5)<br>Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T17:52:08Z (GMT) No. of bitstreams: 1 Dissertacao_Adriana Dantas.pdf: 1061643 bytes, checksum: c9f4e44e704a40bb84982513a4e16150 (MD5)<br>Made available in DSpace on 2013-06-11T17:52:08Z (GMT). No. of bitstreams: 1 Dissertacao_Adriana Dantas.pdf: 1061643 bytes, checksum: c9f4e44e704a40bb84982513a4e16150 (MD5) P

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Powell, Rebecca L. "A study to investigate early childhood programs in relation to how well they prepare children for five year old kindergarten." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004powellr.pdf.

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