Дисертації з теми "ITE educators"

This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities. My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why they were constructed in a particular fashion. Through the combination of my skills, personal experiences both within the certificate’s predecessor and as an educator, I was uniquely qualified to explore the outcomes of this program and evaluate its effectiveness in providing a long-term professional development for participants. After conducting a literature review that emphasized a need for greater scientific literacy in communities across America, it was evident that the formal education enterprise needs the support of informal educators working on the ground in myriad different settings in ways that provide science as both content and process, learning science facts and doing real science. Through a bridging of informal science educators with formal teachers, it was thought each could learn the culture of the other, making each more fluent in accessing community resources to help make these educators more collaborative and able to bridge the classroom with the outside world. This bridge promotes ongoing, lifelong learning, which in turn can help the national goal of greater scientific literacy. This study provided insight into the thinking involved in the learners’ growth as they converted theory presented in course materials into practice. Through an iterative process of reviewing the course generated content, I was able to piece through the many layers of this two year long program to examine the growth of these individuals over time. While all participants showed growth completing the certificate program, those who could fully invest themselves in the experiences seemed to have gained the most. These cases indicate the Informal Science Institutions Environmental Education Graduate Certificate Program was effective at enhancing the careers of formal and informal science educators. Additionally, it suggests informal science educators, although busy with their professional obligations and personal lives, can be successful in a formal graduate program designed to meet ISE needs as explicated in Learning Science in Informal Environments: People, Places, and Pursuits (Bell, Lewenstein, Shouse, & Feder, 2009). The emergent model indicating connections among a person’s personal life, professional life, and graduate study may also have implications for other professionals desiring to enroll in graduate school. For example, science teachers in university graduate programs may also benefit from applying this model to their lives.

The objectives of this research were to investigate the experiences of adult basic education and training educators and learners in their teaching and learning centres; and to develop a humanistic programme infused with Batho-Pele principles for use in adult basic education and training in South Africa. Both the literature review and the qualitative empirical research methods were used to achieve these objectives. The literature review revealed that Batho-Pele is a South African public service initiative to get public servants to be service orientated, to strive for excellence in service delivery and to commit to continuous service delivery improvement. It allows South African citizens to hold public servants accountable for the level of services they deliver. These two statements make it clear that Batho-Pele is not an "add-on" activity, but it is a way of delivering services by putting citizens at the centre of public service planning and operations, which also means that Batho-Pele seeks to include all citizens for the achievement of a better-life-for-all through services and programmes of a democratic nature. The literature review also revealed that Batho-Pele encapsulates ubuntu/botho ideals. Interdependence, communalism, sensitivity towards others and caring for others are some of the aspects of ubuntu as a way of life. The community and belonging to a community is part of the essence of traditional African human life. Humanness is very important in Batho-Pele and Ubuntu way of life in the sense of seeing human needs, interests and dignity as fundamental to human existence. It was evident from the literature review proceedings that traditional Africans believed that these ideals are communally accepted and desirable ethical standards that a person acquires throughout his/her life. From the foregoing paragraph it is clear that for Batho-Pele service to succeed in communities, management culture in adult basic education and training centres in communities has to be changed to accommodate Batho-Pele as a way of life. This means that adult basic education and training centres should take stock of their educational values, as well as behaviours and attitudes of people they serve. In this way, adult basic education and training centres would then be able to take necessary steps to prepare their educators for the revitalized Batho-Pele Culture of responsiveness, efficiency and effectiveness in delivering services to the adult learners. This research was conducted from an andragogical (an approach to education and training) based on assumptions of learner-as-adult) and ubuntugogical (an approach that emphasizes African way of life that promotes the common good of society and includes humanness as an essential element of human growth. An essential element of human growth, according to this approach, is that the community always comes first. The individual is born out of and into the community, therefore will always be part of the community) paradigms. A humanistic programme infused with Batho-Pele principles for use in adult basic education and training in South Africa was developed.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

During my study trip to South Africa I met a woman who held a speech. In the speech shesaid that the children in the black community don’t dream anymore, they can’t see a future.This awoke my interest for what was going to be the subject of my exam. Through myinterview with this woman, my observations during my study trip to South Africa and withhelp from relevant literature connected to the subject, I have studied how a child is affectedby growing up under such severe conditions, physical abuse and sexual assaults. I have alsostudied how I as a future educator can relate to a child who lives under these conditions.The woman in my interview told me that many of the children, in the black township I visited,are being sexually abused and she also told me how the children don’t have any grownups intheir surroundings in which they can trust. During my stay in a school in the black township Iwitnessed how the children were disciplined trough punishment, which is against the law inSouth Africa.Being abused and living under poor conditions as a child can have serious consequences.The child can become aggressive and act out on other people. They can also lose their abilityto have faith in adults and the world around them. Further when the child becomes an adultand have children on their own they can use the same behavioral pattern on their ownchildren. This can become a vicious circle, which has to be broken.How I as an educator can help and support these children is not easy and it demands biggerefforts, from social services and commitment from school and the society. You have to stayprofessional as an educator. What an educator can do is to support these children, create a safeenvironment and let the child work with their emotions.

Under min studieresa till Sydafrika mötte jag en kvinna som höll ett tal för oss. Talethandlade om att barnen i den svarta kåkstaden hon bodde i inte drömmer längre, de har ingaframtidsdrömmar. Detta väckte mitt intresse för vad som sen blev mitt examensarbete. Jag harmed hjälp av en intervju med denna kvinna, egna observationer under min studieresa tillSydafrika och via relevant litteratur kopplat till detta, undersökt hur man som barn kanpåverkas av att leva under svåra uppväxtvillkor, misshandel och övergrepp. Jag har ävenstuderat hur jag, som blivande pedagog, kan förhålla mig till barn som lever i kris.I intervjun berättar kvinnan hur många av barnen, i den svarta kåkstaden jag besökte, blirsexuellt utnyttjade och hur barnen inte har någon vuxen att förlita sig på. Under min vistelsedär, på en svart skola, bevittnade jag hur ett av barnen blev utsatt för barnaga, vilket ärförbjudet i Sydafrika.Att som barn bli misshandlad och leva under kris kan få allvarliga konsekvenser. Barnet kanbli aggressivt och utåtagerande samt få bristande tillit till vuxna och omvärlden. Vidare kandet leda till att barnet själv, när den är vuxen, behandlar sina barn på samma sätt. Denna ondacirkel som kan skapas när ett barn far illa måste försöka brytas.Hur man som pedagog kan hjälpa och stötta dessa barn är inte lätt utan det kräver störreinsatser, ifrån socialtjänsten samt ett engagemang från skola och samhälle. En pedagog måsteförhålla sig professionellt. Det han/ hon kan göra är att stötta barnet, skapa en trygg miljö ochlåta barnet bearbeta och förstå sina känslor.

Free play is a term that often common in educational activities. The definition of the term is difficult, but it is about the children themselves decides the scope, content and process in their play. On an after-school, this may mean that it is the children are given the opportunity to freely choose their own activity in the leisure constraints. Free play can be an alternative to other, more controlled activities where adults control framework. The purpose of this study is to investigate the variations in how some children perceive and experience the phenomenon of free play in the after-school and how the children perceive the teacher´s role in the free game. The study empirical data is limited to a class, in a department in an after-school center in the inner suburbs of Stockholm. School centers and schools are integrated with each other and operations are in close cordinations and cooperation in common areas. Study based in two qualitative semi-structured focus group interviews with three children in each other group. To analyze the material used a phenomenographic analysis model. The result show that children feel that it is imortant to have free play in the school center. The children experience a degree of freedom, because you yourself may determine the content of their play. Pedagogue role in the free game perceive children as a role, where the adults keep order and ensure that the children needs are met and to avoid conflict. Educators will alto be assisting with activities to inspire creativity. Free play is also linked to emotions such as desire and curiosity and to friends enriches free play greatly.

Lagen om extra anpassningar, särskilt stöd och åtgärdsprogram trädde i kraft den 1 juli 2014. Denna lag påverkade all personal från förskola till gymnasium och till sin hjälp fick skolorna allmänna råd från Skolverket med kommentarer om hur arbetet med extra anpassningar ska utföras. Syftet med detta examensarbete är att bidra med lärdomar om gymnasielärares erfarenheter av och kunskaper om extra anpassningar. För att få reda på det har sex gymnasielärare intervjuats om sitt arbete med extra anpassningar. Deras svar har sedan tolkats utifrån tematisk analys. I denna studie framkommer det bland annat att ingen av lärarna har något dokument att följa som beskriver vad extra anpassningar är. Det framkommer en osäkerhet bland lärarna gällande vad begreppet extra anpassning innebär, likaså när det gäller hur de ska nå de omotiverade eleverna med hjälp av extra anpassningar, samt vid betygsättning av elever som fått extra anpassningar. Det verkar vara de informella samtalen och diskussionerna lärare emellan som främst ger de idéer och lösningar gällande extra anpassningar som efterfrågas av lärarna. Slutsatsen i min studie är bland annat att de lärare som jag intervjuat inte riktigt har de förutsättningar som behövs för att arbeta med de extra anpassningar som lagen föreskriver. När lärare behöver hjälp kring stödformen extra anpassning från elevhälsan är det inte alltid att de får det. Tydligt är också att information från Skolverket om vad extra anpassningar är, är bristfällig och svår att tolka för lärarna.
The Act on Additional Adjustments, Special Support and Action Programs came into force on July 1, 2014. This law affected all staff in preschool to upper secondary school and, in turn, the schools received general advice from the National Agency for Education with comments on how to work with additional adjustments. The purpose of this graduate project is to contribute lessons learned from secondary teachers' experience and knowledge of additional adjustments. To find this out, six secondary teachers have been interviewed about their work with additional adjustments. Their answers were after that interpreted based on thematic analysis. In this study, it is found that none of the teachers have any document describing what additional adjustments imply. There is an uncertainty among teachers regarding what additional adjustments means, and how to reach the unmotivated students with the help of additional adjustments, as well as in the assessment of pupils who have received additional adjustments. It seems to be the informal conversations and the discussions between teachers, that mainly gives the ideas and solutions regarding additional adaptations demanded by the teachers. The conclusion in my study is, among other things, that the teachers I interviewed do not really have the conditions needed to work on the additional adjustments required by the law. When teachers need help with the additional adjustment from pupil health, it is not always that they get it. Clearly, information from the National Agency for Education about what additional adjustment is, is insufficient and difficult to interpret for the teachers.

In this study the overarching question is in what way the Swedishauthor Alf Henrikson has acted as a popular educator and if he as such hasbeen a part of a popular educational context. The different popular educationalactivities he associated with could be considered as verification thathe did act as a popular educator. Two works of his popular historical authorshipare examined and they are characterized by the intention or ambitionto disseminate historical knowledge. By his historical authorship healso was a part of a popular historical tradition in Sweden.Henrikson appeared at several times as a popular lecturer and hereby hereproduces a tradition from the worker’s institutes and the associations forpopular lectures. He also performed on several occasions in radio programsand TV programs and disseminated knowledge and education. Radio broadcastsas well as television are regarded as popular educational activities. Inconsideration to the subject areas of his knowledge he can be affiliated withan educational ideal in the Swedish worker’s movement and Swedish populareducation. His educational ideal is the personality creating neohumanisticprinciple. Henrikson also supported the thought of taking over the middles-classes idea of cultural heritage.

”HAN SKADAS INTE AV DEN HAN ÄR”- EN INTERVJUSTUDIE MED FÖRÄLDRAR OCH NÄRA ANHÖRIGA TILL BARN MED SELEKTIV MUTISM OM GYNNANDE OCH MISSGYNNANDE FAKTORER I FÖRSKOLANSANDRA KREMERKremer, S. ”Han skadas inte av den han är” – En intervjustudie med föräldrar och nära anhöriga till barn med Selektiv Mutism om gynnande och missgynnande faktorer i förskolan. Examensarbete i handikapp och rehabiliteringsvetenskap 15 högskolepoäng. Malmö Högskola: Fakulteten för Hälsa och Samhälle, 2016.ABSTRAKTSyftet med denna studie är att se närmare på föräldrar och nära anhörigas upplevelser av vilka faktorer på förskolan som är gynnande och missgynnande för deras barn med Selektiv Mutism. Detta då det är ett mindre utforskat område och framförallt finns det lite användbart material gällande Selektiv Mutism. I denna studie har jag intervjuat föräldrar och anhöriga till barn med Selektiv Mutism som har bra insyn i barnets förskola. Under intervjuerna berättar föräldrarna och de anhöriga om de upplevelser de har om sitt barn gällande exempelvis bemötande, miljö och samverkan i förskolans kontext. För att analysera denna empiri har teoribildning om sociala representationer och KASAM tillämpats. Resultatet visar att intervjupersonerna var positivt inställda till anpassning av såväl miljö som bemötande i förskolan och att de var positiva till en samverkan mellan föräldrarna och pedagogerna på förskolan. Det nämndes också flera faktorer de upplevt vara gynnande eller missgynnande för deras barn i förskolan. Några faktorer nämns även i tidigare forskning, exempelvis vikten av barngruppens uppbyggnad och pedagogens uppmuntrande roll. Det framkom också att flertalet intervjupersoner var negativa till samverkan med professionella stödinsatser då dessa intervjupersoner misstrodde deras kunskaper. Nyckelord: Förskola, förälder, KASAM, selektiv mutism, sociala representationer och pedagog.
”HE WILL NOT BE DAMAGED BY WHAT HE IS”- A STUDY WITH PARANTS AND CLOSE RELATIVES TO CHILDREN WITH SELECTIVE MUTISM ABOUT ADVANTAGE AND DISADVANTAGE FACTORS IN PRESCHOOLSANDRA KREMERKremer, S. ”He will not med damaged by what he is” - A study with the parents and close relatives of children with selective mutism of advantage and disadvantage factors in preschool. Degree projekt in Disability and Rehabilitation Science 15 credits. Malmö University: Faculty of Health and Society, 2016.ABSTRACTThe purpose of this study is to look into the parents and close relatives' experiences of the factors at the preschool that is favorable and unfavorable for their children with selective mutism. This because it is a less explored area, and above all, there are some useful material concerning Selektiv Mutism. In this study, I interviewed parents and families of children with selective mutism that has good transparency of the child's preschool. During the interviews, the parents and the relatives described their experiences they have of their child regarding treatment, the environment and cooperation in the preschool context. To analyze the empirical data theories of social representations and SOC were applied. The results show that respondents were in favor of the adjustment of both the environment and treatment in kindergarten and that they were in favor of a collaboration between parents and teachers at the preschool. Several factors they experienced to be favorable or unfavorable for their children in preschool were also mentioned. These factors are mentioned in previous research, such as the importance of children´s group structure and educator encouraging role. It also emerged that the majority of respondents were negative about cooperation with professional support measures as the respondents distrusted their knowledge.Keywords: Preschool, parent, SOC, selective mutism, social representations and educator.

Initial Teacher Education (ITE) programs are responsible for producing graduate teachers with strong capabilities, through advancing high quality teaching strategies and evidence-based teaching. With an increased understanding of universities’ capacities for delivering social change, an interest in broadening knowledges beyond traditional disciplines has emerged. ITE programs are further challenged to address sustainability and mobilise possibilities. A strategic goal for achieving these expectations is to reorient teaching and learning by connecting them with dimensions of the world beyond a discipline focus, including culture, society, and the natural world. Leveraging from Lin’s (2011) work on creative pedagogy, I explore the teaching and learning experiences of Balinese ITE educators and pre-service teachers (PSTs), which interconnect with several ecological zones within the university. The aim of this inquiry is to obtain and offer insights into how a particular pedagogical strategy – creative pedagogy – supports the establishment of transformative environmental learning, including how it enhances the ITE educators’ capacity to scaffold environmental learning, and repositions Balinese indigenous knowledge within an Indonesian ITE program. I also provide an analysis of barriers to practicing creative pedagogies within this higher education context, and signal possible response strategies. This research is informed by Barnett’s (2018) notion of the ‘ecological university’ and draws on literature, and concepts, that relate to creativity in education, pedagogies in higher education, and meaning-making through an indigenous lens. Each chapter of my thesis is accompanied by a different Balinese metaphor that models ways of integrating cross-cultural knowledge. Using the metaphor of Balinese broom construction in the sampat lidi, my study is situated within interpretivist and transformative paradigms. I utilised Kemmis et al.’s (2014) critical participatory action research (CPAR) approaches in semi-structured classroom observations, creative collegial group meetings, and questionnaires with three ITE educators and forty-six PSTs. All participants boast the dual roles of experiencing pedagogies and initiating pedagogical transformation in the ITE program. Data were analysed using two cycles of coding before being displayed as analytic units in a conceptually clustered matrix. Major findings from my research include the emergence of a creative pedagogies mandala that offers an understanding of pedagogical practices across five ecological zones: knowledge, learning, culture, persons, and natural environment. The mandala reflects the results of an interplay between creative teaching, teaching for creativity, and creative learning, techniques administered by the ITE educators to support the shaping of PSTs’ intuitive, collaborative, and reflective skills. The mandala encompasses appropriate pedagogical strategies that are sensitive to indigenous perspectives. The mandala creates a third space for Western and Eastern cultures to interact after creativity and environmental learning, and grounds the indigenous Balinese ways of knowing nature within Western-style ITE classrooms. I pose that creative pedagogies promote the involvement of the ITE educators and PSTs in a more sustainable learning, and support individual and future wellbeing within a world full of uncertainty and ambiguity. Although this research was conducted prior to the pandemic, my findings signal that it is imperative for an ITE program to allow a space for ITE educators and PSTs to experiment with learning, perform risk-taking pedagogical actions, and re-connect with their local places and communities in order to build resilience amidst unprecedented circumstances in the post-COVID era.

Thesis (M. Ed.)--York University, 1999. Graduate Programme in Education.
Typescript. Includes bibliographical references (leaves 69-72). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://wwwlib.umi.com/cr/yorku/fullcit?pMQ42574.

Yuan, Rui.
Thesis Ph.D. Chinese University of Hong Kong 2015.
Includes bibliographical references (leaves 271-287).
Abstracts also in Chinese.
Title from PDF title page (viewed on 04, October, 2016).

Celem działań opisanych w niniejszej rozprawie była diagnoza organizacji pracy i sposobów funkcjonowania żłobków na terenie m.st. Warszawy z uwzględnieniem opinii osób zaangażowanych w działalność tego typu placówek. Autorka uznała przeprowadzenie diagnozy za ważne z kilku powodów. Po pierwsze, może ona stanowić źródło informacji dla pracowników placówek w szerszym kontekście (miasta). Po drugie, może być wartościowa w procesie kształtowania polityki społecznej m.st. Warszawy w tym obszarze. Po trzecie, praca ta stanowi kontinuum zmian legislacyjnych wprowadzonych w 2011 roku. Diagnozy dokonano w oparciu o analizę dokumentów prawnych, wytycznych resortowych, dostępną literaturę przedmiotu oraz wyniki badań własnych. Niniejsza rozprawa prezentuje na różnych płaszczyznach (kraju, miasta i placówki) funkcjonowanie i organizację pracy, przygotowanie zawodowe opiekunów, współpracę placówek z rodzicami i środowiskiem lokalnym oraz nadzór nad żłobkami. W pracy dokonano analizy dokumentacji, zagospodarowania przestrzeni i aktywności podejmowanych przez dzieci. Zwrócono też uwagę na organizację i sposób nadzoru prowadzony przez przedstawicieli samorządu lokalnego. Rozprawa porusza zagadnienia z zakresu pedagogiki humanistycznej i społecznej, psychologii rozwojowej, historii wychowania, socjologii i innych nauk społecznych. Część pierwsza została poświęcona kluczowym zagadnieniom związanym z opieką i edukacją dla dzieci poniżej 3. roku życia. Dokonano analizy literatury podmiotu, badań oraz licznych raportów i regulacji prawnych w tym obszarze. Przedstawiono teoretyczny zarys organizacji systemu opieki nad małym dzieckiem i opisano sposoby funkcjonowania placówek dla najmłodszych dzieci oraz ich rolę w życiu społecznym państwa. Dodatkowo zaprezentowano ogólną sytuację związaną ze sprawami małego dziecka w Polsce. Drugi rozdział dotyczył sposobów organizacji pracy w placówkach żłobkowych. Jako przykład dobrych praktyk opisane zostały żłobki w San Miniato we Włoszech. W trzecim rozdziale zaprezentowano polskie i zagraniczne badania dotyczące edukacji i opieki nad dziećmi w wieku do lat 3. W części drugiej opisano metodologię badań własnych zrealizowanych w warszawskich żłobkach w latach 2017–2019 oraz przedstawiono ich wyniki. Praca kończy się podsumowaniem, wnioskami oraz zbiorem rekomendacji i założeń, które mogą pomóc w opracowaniu nowej koncepcji organizacji pracy w żłobku. Uzyskane wyniki służą diagnozie sytuacji i aktywności podejmowanych przez dzieci, opiekunów, dyrektorów/kierowników oraz działań decydentów związanych z funkcjonowaniem żłobków. Analiza zebranych materiałów wykazała, że w ujęciu strukturalnym można uznać, że wszystkie warszawskie żłobki, w których przeprowadzono badanie, z formalnego punktu widzenia realizują zadania wynikające z ustawy wprowadzonej w 2011 roku. Natomiast zadania dotyczące opieki, wychowania i edukacji często są błędnie interpretowane, co nie pozwala ocenić w sposób odpowiedni jakości pracy badanych placówek. Warto zauważyć, że niniejsza rozprawa uzupełnia braki w polskich badaniach społecznych dotyczących zadań edukacji i opieki nad małym dzieckiem, ale nie wyczerpuje tego zagadnienia. W naukach społecznych bardzo często podejmowano tematykę małego dziecka, natomiast żłobki są obszarem, który interesował stosunkowo niewielu badaczy. Publikacje na ten temat przedstawiają zazwyczaj analizy ilościowe, a żadna z nich nie podejmuje próby diagnozy zastanej sytuacji. Niniejsze badania mogą zainteresować studentów kierunków pedagogicznych i psychologicznych, osoby pracujące w żłobkach lub planujące utworzyć taką placówkę, decydentów i rodziców.
The aim of the activities described in this dissertation was to diagnose the functioning and the organization of work of crèches in Warsaw. The research was conducted in the capital city, as the number of children involved in this type of institution is particularly high.. The author considered the diagnosis important for several reasons. First of all, it can be a source of information for employees of institutions in a broader context (local government). Secondly, it can be valuable in the process of changing the social policy of Warsaw in this area. Third, this work is a continuum of legislative changes introduced in 2011. The diagnosis was based on the analysis of legal documents, departmental guidelines, available literature on the subject and the results of own research. The dissertation presents various levels (country, city and institution) of the functioning and organization of work of nurseries (crèches), the professional preparation of caregivers, the cooperation of institutions with parents and the local community, and the supervision of nurseries. The study analyzes the documentation, space management and activities of children. Attention was also paid to the organization and manner of supervision carried out by local government representatives. The dissertation raises issues in the fields of humanistic and social pedagogy, developmental psychology, history of education, sociology and other social sciences. The first part is devoted to key issues related to care and education for children under 3 years of age. The first chapter in this part contains an analysis of the literature on the subject, previous studies, as well as numerous reports and legal regulations in this area. Moreover, the chapter presents the theoretical outline of the organization of the child care system and describes the ways of functioning of facilities for the youngest children and their role in the social life of the state. Additionally, it presents the general situation related to the issues of young children in Poland. The second chapter concerns the ways of organizing work in nurseries. Nurseries in San Miniato, Italy, have been described as an example of good practice. The third chapter presents Polish and foreign research on early childhood education and care The second part describes the methodology and results of own research carried out in Warsaw nurseries in the years 2017–2019. The dissertation ends with a summary, conclusions and a set of recommendations and assumptions that can help in developing a new concept of organization of work in this kind of institution. The results obtained are used to diagnose the situation and activities undertaken by children, caregivers, directors / managers and decision-making activities related to the functioning of nurseries. The analysis of the collected materials showed that in structural terms it can be concluded that all Warsaw nurseries in which the study was conducted, from a formal point of view, fulfill the tasks specified in the Act introduced in 2011. On the other hand, the tasks related to care, upbringing and education are often misinterpreted, which does not allow for an adequate assessment of the quality of work of the examined institutions. It is worth noting that the dissertation fills the gap in Polish social research into the tasks of early childhood education and care, but does not completely cover this issue. In social sciences, the subject of a small child was very often discussed, while nurseries are an area in which relatively few researchers have been interested. Publications on this topic usually present quantitative analyses, and none of them attempts to diagnose the current situation. This study may interest the students of pedagogy and psychology, persons working in nurseries or planning to establish such an institution, policy-makers and parents.

Text in Afrikaans
In hierdie studie is die aard en gevolge van bendegeweld onder kinders in die vroeë adolessente jare by bendegeteisterde skole in die Wes-Kaap ondersoek ten einde terapeutiese riglyne te bepaal vir leerders wat bendegeweld by die skool ervaar. Die verskynsel van bendegeweld is in die literatuur ondersoek. Die bio-ekologiese teorie van Urie Bronfenbrenner het as teoretiese grondslag vir die navorsing gedien, welke teorie die wedersydse invloed wat persone en hul omgewing op mekaar het, beskryf. Trauma by die vroeë adolessent en drie bestaande modelle vir traumaberading word bespreek, waarna ’n stel maatstawwe vir ’n traumaberadingsmodel uit die drie modelle sowel as die literatuur gekies word. Die empiriese navorsing is deur middel van sowel kwantitatiewe- as kwalitatiewe navorsingsmetodes gedoen. ’n Fokusgroepbespreking én onderhoude met onderwysers en skoolhoofde het plaasgevind om diepgaande inligting oor behoeftes ná voorvalle van bendegeweld te verkry. Twee in-diepte onderhoude is met persone wat kenners op die gebied van bendes en bendegeweld is, gevoer. Vervolgens is twee vraelyste, een vir leerders en een vir onderwysers en skoolhoofde, opgestel om vas te stel watter hulp hulle met betrekking tot ’n trauma-intervensieprogram benodig. Die studie het bevind dat bendegeweld leerders se akademiese prestasie sowel as hul emosionele en sosiale funksionering raak, terwyl dit gevoelens van magteloosheid en frustrasie by onderwysers en skoolhoofde veroorsaak. Die studie sluit af met ’n verskeidenheid aanbevelings oor die daarstel van terapeutiese riglyne vir opvoeders om die impak van bendegeweld op leerders by skole in bendegeteisterde gebiede te hanteer.
This study investigated the nature and effects of gang violence among children in the early adolescent stage of development at gang-infested schools in the Western Cape in order to identify therapeutic guidelines for learners who experience gang violence at school. The phenomenon of gang violence was explored in the literature study. The bioecosystems theory of Urie Bronfenbrenner was employed as the theoretical basis for the study, which describes the reciprocal influence between humans and their environment. Early adolescent trauma and three existing models for trauma counselling are discussed, followed by the selection of a set of criteria for a trauma counselling model based on the three models as well as the literature studied. The empirical research was carried out through both quantitative and qualitative research methodologies. A focus group discussion as well as interviews with educators and principals were conducted in order to obtain in-depth information on their needs after incidents of gang violence. Two in-depth interviews have been conducted with professionals who are experts in the domain of gangs and gang related violence. This led to the development of two questionnaires, one for learners and one for educators and principals, to determine what type of support they need in terms of a trauma intervention programme. The study found that gang violence severely affects learners’ academic performance as well as their emotional and social functioning, while it creates feelings of frustration and powerlessness among teachers and principals. The study concludes by offering a range of recommendations for the formulation of therapeutic guidelines for educators to address the effects of gang violence on learners who attend schools in gang-infested areas.
Psychology of Education
D. Ed. (Psychology of Education)