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Статті в журналах з теми "Preschool mission":
1
Hellberg, Lina, Susanne Thulin, and Andreas Redfors. "Förskollärares konstruktion av ett fysikaliskt lärandeobjekt." Nordic Studies in Science Education 15, no. 3 (October 30, 2019): 242–56. http://dx.doi.org/10.5617/nordina.6220.
Анотація:
In 2010 the Swedish national curriculum was revised and learning goals concerning chemistry and physics were introduced. That has induced a need for further understanding of teaching and learning of specific content in preschool. Focus in this article is how physics content is constructed as an object of learning during preschool teachers’ planning of teaching. The result of a phenomenographic analysis focusing themes of the conversation concerning the intended object of learning reveals a complex process. Occurrences in the activities with the children, available tools at the preschool, the preschool teachers’ perceptions of the mission and understanding of the learning object, contribute to the construction of the learning object. All these aspects are discussed and implications for preschool practice are suggested.
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Komarova, Tamara S., and Anna S. Moskvina. "Aesthetic education of preschool children in the new socio-cultural conditions." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2, 2020 (2020): 127–34. http://dx.doi.org/10.31862/2218-8711-2020-2-127-134.
Анотація:
In this article, the researchers draw the attention of the professional pedagogical community in the field of preschool education to the new meaning of the aesthetic education of preschool children in the sociocultural situation of the 21st century. The tasks of the education system as a social institution of society are revealed. The history of the concept of sustainable development as applied to the theory and practice of preschool education is presented briefly. The role of aesthetic education in the holistic development of the personality of a child of preschool age is defined. The analysis of the Federal state educational standard of preschool education in terms of the aesthetic education of preschool children is presented. The mission of an integrated approach in the aestheticization of preschool childhood is formed. The methods and scientific and pedagogical conditions of the aesthetic education of children of preschool age in a new socio-cultural reality are reflected.
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Westman, Susanne, and Ulrika Bergmark. "A strengthened teaching mission in preschool: teachers' experiences, beliefs and strategies." International Journal of Early Years Education 22, no. 1 (June 20, 2013): 73–88. http://dx.doi.org/10.1080/09669760.2013.809653.
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Shlat, Natalia. "PORTRAIT OF THE KINDERGARTEN TEACHER IN THE SOCIAL AND CULTURAL SPACE OF THE MODERN RUSSIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 732. http://dx.doi.org/10.17770/sie2020vol3.4997.
Анотація:
The article discusses the problem of actual requirements to the kindergarten teacher, which are imposed by society (state), educational organization, the family of the pupil and children of preschool age. The author analyzes the provisions of a number of documents regulating the activities of the teacher, systematizes the results of scientific research about the role of the teacher in modern preschool education. The article describes the theoretical model of the way of the teacher of the preschool educational organization in modern social and cultural conditions: mission, function, result, –answering the question "What should be a modern kindergarten teacher?". The results of the study can be used as a basis for the modernization of the content of the professional activity (professional standard) of the modern teacher of a preschool educational organization.The article is intended for public reading and for those who are interested in pedagogical research.
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Cline, Keely D., Carolyn Pope Edwards, Alga Giacomelli, Lella Gandini, Donatella Giovannini, and Pistoia Annalia Galardini. "A Day at Filastrocca Preschool, Italy: Meaning Making Through Literacy and Creative Experience." LEARNing Landscapes 6, no. 1 (June 1, 2012): 107–27. http://dx.doi.org/10.36510/learnland.v6i1.578.
Анотація:
In this article, we explore how the library teacher of an Italian preschool with a special mission focused on books, stories, and the imagination uses group literacy activities as a context for encouraging shared meaning making through creative experiences. We take readers inside one day at the Italian Preschool, Filastrocca, providing detailed descriptions and analysis of interactions and activities. We suggest that elaborate extended dialogue among children and the teacher, promotion of empathy through opportunities to take others’ perspectives (including book characters’), and group engagement in shared and multi-faceted creativity are important characteristics related to meaning making in the context of relationships. Encouraging creative exploration and play across all domains of intelligence allows the children to develop their individual strengths into a product uniquely theirs.
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Widiastuty, Yessy, and Muji Gunarto. "THE IMPACT OF KINDERGARTEN HEAD’S MANAGERIAL COMPETENCY ON IMPROVING PRESCHOOL EDUCATIONAL QUALITY." Dinasti International Journal of Digital Business Management 1, no. 2 (February 18, 2020): 232–44. http://dx.doi.org/10.31933/dijdbm.v1i2.155.
Анотація:
The purpose of this study is to examine the impact of managerial competency on improving education quality in preschool education. When the kindergarten head has managerial competency, she is able to manage, regulate and move the educational institution to the maximum in achieving the institution’s targets and ideals stated in the vision and mission of the institution with high and measurable quality of education. This research survey was conducted in one sub-district in Palembang city, Indonesia. The samples were 131 kindergarten heads, teachers and administrative staff from 12 kindergartens in Ilir Barat 1 district Palembang city. The sampling technique used is random and the data analysis used is structural equation modelling (SEM) analysis. The results show that the managerial competency of the kindergarten head has a positive and significant impact on improving the preschool educational quality , as well as improving the image of the institution in the community.
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Shlat, Natalia, Inna Pradun, and Arina Michailova. "HELPING STYLE IN THE PARENT–CHILD RELATIONS: BARRIERS AND FORMATION STRATEGIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 783–94. http://dx.doi.org/10.17770/sie2021vol2.6244.
Анотація:
The article analyzes the problem of child–parent relations as an important and in modern conditions the crisis component of a holistic family system. The authors consider various approaches to typifying the styles of family education of preschool children, specify the characteristic features of the relations between parents and children. The problem of child–parent relations in the modern family, according to the authors, finds its solution in educating the family according to the strategy of the "understanding parent", laid down in the concept of the helping style of the interaction between the child and parents.The article describes an empirical study of the features of interaction between a family and a preschool child: the diagnostic tools are characterized, the diagnostic procedure is described, and the results are analyzed. Based on the results of the experiment, the authors conclude that it is necessary to develop and implement the program «On the way to understanding parenting»: mission, content, forms of educational work with the family.The results of the study can be used as a basis for designing the content of pedagogical work on the organization of cooperation between a kindergarten and a family of pupils.
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Solomakha, Anzhelika. "PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 203–15. http://dx.doi.org/10.28925/2414-0325.2021.1017.
Анотація:
The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.
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Kovačević, Aleksandra, and Zoran Pendić. "Towards innovative and sustainable education in primary schools." Tehnika 75, no. 6 (2020): 665–77. http://dx.doi.org/10.5937/tehnika2005665k.
Анотація:
One of the most important human rights is the right to quality education for all. It is embedded in the foundations of the UNESCO mission and is contained in the Universal Declaration of Human Rights of 1948 and many other international human rights instruments. It is embedded in the foundations of the UNESCO mission and is contained in the United Nations Universal Declaration of Human Rights of December 10, 1948 and many other international human rights instruments. The United Nations has defined priorities for the development of human civilization until 2030 in the form of 17 goals of sustainable development goals. Education is the fourth element of this set of goals, because it is an indisputable fact that only an educated society is capable of solving problems aimed at achieving all goals. Primary education that children receive in primary schools is especially important, because the success of the entire system of formal and non-formal education in one country largely depends on the quality of this education. It is also the beginning of a marathon of lifelong learning. We must not forget that this education largely depends on the quality of preschool education of children and the involvement of their parents in the process of early stages of education. The paper will include our vision of innovative and sustainable education in primary schools, as well as proposals for continuous improvement of the quality of this education in accordance with the requirements of relevant international standards and accepted world, but also our, experience in primary education.
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Kim, Jieun, Gilsook Kim, Jinah Park, Youfa Wang, and Hyunjung Lim. "Effectiveness of Teacher-Led Nutritional Lessons in Altering Dietary Habits and Nutritional Status in Preschool Children: Adoption of a NASA Mission X-Based Program." Nutrients 11, no. 7 (July 13, 2019): 1590. http://dx.doi.org/10.3390/nu11071590.
Анотація:
The preschool years are a sensitive period for the development of food preferences that will affect physical growth and life-long health. The promotion of healthy eating and nutritional status was achieved by adapting the US National Aeronautics and Space Administration (NASA) Mission X (MX) Program among young children in South Korea. The intervention program was delivered by nutritional experts and class teachers over 10 weeks. Children from 37 school classes (n = 534) from 7 daycares and kindergartens were randomized into a control group (CG, n = 280) and an intervention group (IG, n = 254). Parents were surveyed for their children’s characteristics and nutrition quotient (NQ) at baseline and at the 10-week follow-up. At baseline, 18.8% (boys: 18.9%; girls: 18.8%) of the subjects were overweight or obese (body mass index ≥ 85th percentile). After the intervention, the mean differences in various anthropometric measures did not differ significantly between the groups in a linear regression model adjusted for age, sex, and type of school. The NQ grades were significantly higher in the IG than the CG after the intervention (p = 0.000). In summary, the 10-week South Korean MX program improved the eating behaviors and nutrition status of young children. A further multisector prevention program is needed to prevent childhood obesity in young children.
Дисертації з теми "Preschool mission":
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Nordén, Sofia, and Lisa Saarnak. "When the mission of culture and diversity is put in the preschool teacher’s lap : A study of how preschool teachers work with intercultural issues in Swedish Preschools." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk didaktisk forskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30864.
Анотація:
The aim of the research presented in this paper is to expand current understandings of how preschool teachers in Sweden work with and talk about intercultural issues in preschool, and how they interpret the curriculum working with respect to issues of cultural diversity. The study is based on data from two semi-structured focus groups with preschool teachers from preschools where the majority of the children were foreign born or were first generation Swedes. Transcriptions from these focus groups were subjected to content analyses based on a norm critical perspective. Our results showed that the preschool teachers had difficulty distinguishing the terms multicultural and intercultural. However, based on the way the teachers discussed their approaches to engaging with actual and hypothetical cultural dilemmas it was evident that the teachers had competence in the intercultural area and worked with an intercultural pedagogy but without reflecting about it. While our study showed that teachers believe that they need more formal training in intercultural pedagogy, it also highlighted the fact that teachers develop legitimate competencies in these areas on their own. These ”learning-by-doing” competencies are valuable as well and should be accounted for as the preschool teacher training sector works to develop training methods for preschool teaches in intercultural education. A lot of things are left for the preschool teacher to handle and interpret by themselves. The curriculum is an example for one of these tools that a lot of teachers have a hard time interpreting. Our results showed that the goals in the curriculum within the aspect of intercultural issues and diversity is contradictory and hard to understand.
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Larsson, Annika. "Att arbeta med demokrati : En intervjustudie om hur demokratiuppdraget beskrivs och arbetas med i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66338.
Анотація:
Studiens syfte var att öka kunskapen om hur pedagoger anser sig tillämpa begreppen demokrati och reellt inflytande i sitt vardagliga arbete med förskolebarn. Olika teoretiska vindar har under historiens gång format utbildningssystemens demokratiuppdrag. För pedagogen har detta inneburit att hen fått ta olika plats i den så kallade demokratiska fostran. Tre forskningsfrågor styrde valet av metod, vilken är en kvalitativ ansats där semistrukturerade intervjuer genomförts. Fyra pedagoger verksamma inom förskolan deltog i studien och frågorna som valdes för att svara på syftet var: Hur beskriver pedagogerna att de synliggör demokrati för barnen i det vardagliga arbetet? Hur beskriver pedagogerna att de arbetar för att möjliggöra så det enskilda barnet får reellt inflytande i verksamheten? Hur beskriver pedagogerna begreppen reellt inflytande och demokratiska värderingar? Utifrån tidigare forskning framkom en teori om att det är tre faktorer som påverkar demokratiarbetet i förskolan. Faktorerna är pedagogen, organisatoriska förhållanden samt pedagogens analys och reflektionsarbete. De tre faktorerna användes för att analysera den data som framkommit i intervjuerna. Resultatet visar att mycket demokratiarbete sker i vardagen både med och för barnen, men är då ofta oreflekterat och oftast inte så uppenbart för pedagogerna.The aim of this research was to study the effect of the democratic mission for preschool teachers in their daily work. Previous results indicates that there are three main factors affecting the democratic mission in preschool. First of all, the teacher, and secondly the conditions of the organization - the school. Last, but not least, the ability for preschool teachers to analyze and reflect towards their own considerations. I have gathered data through semi-structured interviews. All of the information providers are working as preschool teachers of today. The main goal of this study was to acquire new knowledge about how educators of today consider themselves applying democracy in preschool and how they consider the ability of preschool children applying real influence. I applied three main factors I found in previous research, to analyze the data. It seems that the democracy mission mainly affects the preschool teachers in their daily thoughts and actions without really being crystalized which means it affects their daily work with children and how they react and respond to children’s actions.
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Lindberg, Åsa. "Dags att vakna... : En essä om pedagogisk medvetenhet, förhållningssätt och ansvar." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19166.
Анотація:
In this essay, I examine teachers' different approaches, responsibilities and child perspective on preschool. I discuss how important it is that we educators in preschool work together as a team about childcare and learning. Our attitudes affect the children. In the essay, I show examples of different attitude and approach to learning and the significance of the educational awareness that characterize the work of the nursery. We have different approaches and standards that are influenced by our cultural, social and ethnic backgrounds. It plays a major role in how we interpret and understand various situations in preschool.I also discuss preschool teacher's responsibility and teamwork, and how it affects children. I refer to the pre revised curriculum that emphasizes care, learning and development to form a whole (Lpfö 98/10). But even though we will endeavor curriculum goals, I've discovered that there are many different ideas about how we can best work with the children and develop our work. There is a lack of awareness of why a teacher is acting in a certain way in a preschool.I also discuss the important ethical aspect that involves changes. The teacher must realize that kindergarten and society is changing rapidly and that it is not only going to work the same way as they always have. In the essay, I try to highlight the need to reflect on the teacher´s own actions, experience and knowledge. Furthermore, how important it is to take responsibility and to be aware of the preschool policy documents and the demands made of us as educators.I denna essä undersöker jag pedagogers olika förhållningssätt, ansvar och barnsyn på förskolan. Jag diskuterar hur viktigt det är att vi pedagoger i förskolan samverkar när det gäller barns omsorg och lärande eftersom vårt förhållningssätt påverkar barnen. I essän visar jag exempel på olika förhållningssätt och syn på lärande och innebörden av den pedagogiska medvetenhet som ska prägla arbetet i förskolan. Vi har olika förhållningssätt och normer som är influerade av vår kulturella, sociala och etniska bakgrund. Det spelar stor roll för hur vi tolkar och förstår olika situationer på förskolan. Jag diskuterar också förskollärarens ansvar respektive arbetslagets ansvar och hur det påverkar barnen. Jag refererar till förskolans reviderade läroplan som betonar att omsorg, utveckling och lärande ska bilda en helhet (Lpfö 98/10). Men trots att vi ska sträva efter läroplanens mål har jag upptäckt att det finns många olika föreställningar om hur vi på bästa sätt arbetar med barnen och utvecklar vårt arbete. Det finns en omedvetenhet till varför man som pedagog handlar på ett visst sätt i förskolan. Jag tar också upp den viktiga etiska aspekten som innebär att man som pedagog måste inse att förskolan och samhället är förändringsbart och att det inte enbart går att arbeta på samma sätt som man alltid gjort. I essän försöker jag synliggöra vikten av att reflektera över sina egna handlingar, erfarenhet och kunskap. Dessutom hur betydelsefullt det är att som pedagog ta ansvar över och sätta sig in i förskolans styrdokument och vilka krav som ställs på oss pedagoger.
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Hardardottir, Tinna. "Uppdraget möter verkligheten : En essä om korstrycket på pedagoger." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21615.
Анотація:
This essay is about the meeting of the pedagogic mission and the reality of the conditions in preschools. It is about the frustrations that I, as a pedagogue, experience when I cannot fulfill this mission. An example of this is working when understaffed. My purpose is the acknowledgment of two main areas of the curriculum: caring and learning. This essay demonstrates the diversity of the occupation and it ’s constant need of positioning. It also emphasizes the different “cross-pressures" that exists within this profession. The starting point of the essay is taken from the publication Tillsammans är vi starkare (Together we are stronger) from Pysslingen. Several situations or examples are used together to create a scenario. This investigation raises the question whether it is possible to have an uncompromised focus on what is best for children and at the same being exposed to different “cross-pressures”. Is it reasonable to claim that the culture of the preschool should be educational, safe and pleasurable for all children, every day? Finally what responsibilities do I as a pedagogue and preschool’s principal have to make it so? My method, during this writing process, has been to use reflections. I have allowed my own thoughts, meet the thoughts of others as well as theoretical perspectives. I have been inspired by Ylva Ellneby and Christina Wallskog amongst others about their thoughts and ideas about the work in preschool. Theoretical references have been made within the areas of ethics, leadership and group dynamics. Because of the nature of this profession, that conditions change rapidly, it is difficult to find a solution to what works in every situation. However I have learnt that my practical knowledge and experience is important in combination with clear leadership.
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Thomsson, Sarah. "Förskollärares syn på förskolans kompensatoriska uppdrag : En kvalitativ studie." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100961.
Анотація:
Syftet med denna kvalitativa studie är att söka kunskap om hur lärare i förskolan resonerar om förskolans kompenserande uppdrag när de planerar utbildningen som inkluderar fysisk och motorisk aktivitet. Vid insamling av empiriska data skickades ett kvalitativt frågeformulär med strukturerade intervjufrågor till lärare i förskolan som befann sig i olika geografiska områden inom ramen för socioekonomisk status. Resultatet belyste tre teman. Medvetenhet, tydlighet och detalj. Dessa teman visade sig skilja sig i grader kopplade till hur lärare i förskolan resonerar om den kompenserande uppgiften när de planerar för fysisk och motorisk aktivitet. Medvetenhet är något som framträder starkast i resultaten baserat på båda urvalsområdena, medan det för det socioekonomiskt utsatta området även klarhet och detaljer i stor utsträckning framgår av resonemanget. Denna medvetenhet görs bäst i beskrivningarna av lärarna i förskolan när de beskriver kompensationsuppgiften som helhet. När en riktning om hur uppdraget används vid planering av fysisk och motorisk aktivitet syns både diffusa och tydliga svar, varav alla teman, medvetenhet, tydliga och detaljerade, till stor del samlas i svaren från förskolan geografiskt belägen i socio -ekonomiskt missgynnade områden.The purpose of this qualitative study is to seek knowledge about how teachers in preschool reason about the preschool’s compensatory assignment when they plan the education that includes physical and motor activity. When collecting empirical data, a qualitative questionnaire, with structured interview questions, was sent out to teachers in preschool who was located in different geographical areas within the framework of socioeconomic status. The result highlighted three themes. Awareness, clarity and detail. These themes turned out to differ in degrees linked to how teachers in preschool reason about the compensatory task when planning for physical and motor activity. Awareness is something that emerges most strongly in the results based on both selection areas, while for the socio-economically vulnerable area, clarity and detail also appear to a great extent in the reasoning. This awareness is best done in the descriptions of the teachers in preschool when describing the compensatory assignment as a whole. When a direction on how the assignment is used in the planning of physical and motor activity, both diffuse and clear answers are visible, of wich all the themes, awareness, clear and detailed, are largely gathered in the answers from preschool geographically located in socio-economically disadvantaged areas.
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Wallin, Erika. "Tänka om tänka nytt, vad blir viktigt på riktigt? : En vetenskaplig essä om utvecklingsarbete i förskolan." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45783.
Анотація:
Den här uppsatsen handlar om utveckling och utvecklingsarbete på förskolan. Utveckling är ett välanvänt begrepp på förskolor runt om i Sverige. Det är begrepp som ofta används utan större eftertanke. Vad innebär egentligen utveckling och hur utvecklas något eller någon? I min uppsats undersöker jag faktorer som upplevs påverka utvecklingsarbetet i förskolans utbildning. Syftet med uppsatsen är att upptäcka små och stora aspekter som gör skillnad, för individen och för helheten i förskolans utvecklingsarbete. Mina forskningsfrågor är följande: – Vad innebär fenomenet utvecklingsarbete i förskolans utbildning? – Vilka möjligheter/svårigheter ser erfarna förskollärare i ett utvecklingsarbete? – Vilka faktorer påverkar utvecklingsprocessen? – Vilka former av praktisk och teoretisk kunskap krävs för att ett utvecklingsarbete ska ske? Empirin består av berättelser från min egen vardag, om upplevelser och tankar som genom åren kommit och gått. För att få perspektiv på det jag tror mig veta möter jag erfarna förskollärare, jag sitter med i olika samtalsforum samt träffar en fokusgrupp. Genom mina samtal och genom läsning av vetenskapliga och litterära texter uppmärksammar jag olika aspekter på utveckling och utvecklingsarbete i förskolan. Min undersökning visar att utvecklingsarbete är ett komplext fenomen. Små faktorer kan påverka om utveckling sker eller inte. Det finns faktorer som kan hjälpa till i ett utvecklingsarbete, men även faktorer som kan stjälpa ett utvecklingsarbete. Det finns ingen snabb lösning för att utveckling ska ske, det är en lång process som kräver ett engagemang från alla. Genom att uppmärksamma dessa aspekter kan vi förändra och utveckla vår förskolas utbildning mycket lättare. Att arbeta tillsammans kan vara en utmaning, men är även förskolans styrka. Vi behöver ta hjälp av varandra och arbeta tillsammans för att utveckling ska ske. Utveckling sker till stor del i vårt handlande, men det är inte vårt handlande som vi uppmärksammar och fokuserar på. Uppsatsen är indelad i fyra kapitel som visar på utvecklingsarbetets komplexitet: kultur, administrationsarbete, tillit och praktisk kunskap.This essay is about development and developmental work within preschools. Development is a well-acclaimed term within preschools in Sweden. A term usually used without much thought. What does development really mean and how does something or someone develop? In this essay I will investigate factors which are considered to have an influence on developmental work within the preschool’s educational system. The purpose of this essay is to discover small and large aspects that makes a difference for, both the individual and for the preschools, education in a developmental work. My research questions are as follows: - What does the phenomenon of development work mean for the preschool’s education? - What opportunities/difficulties does experienced preschool teachers see within a developmental work? - What factors influences the development process? - Which forms of practical and theoretical knowledge is demanded for a development work to proceed? This empiricism consists of stories from my own daily life, about experiences and thoughts that through the years have come and gone. To gain a perspective on my experiences, I participate in a couple of different discussion forums and I also see a focus group. Throughout my conversations and through reading scientific and literary texts, I draw attention to various aspects on development and development work within preschools. My research shows that development work is a complex phenomenon. Small factors can affect whether development takes place or not. There are factors that can help in a development work, but also factors that can overturn it. There is no quick fix for development to take place, it is a long process that requires commitment from everyone. By paying attention to these aspects, we can change and develop our preschool education much more easily. Working together can be a challenge, but it is also the strength of preschools. We need to support each other and work together for development to take place. Development takes place largely in our present actions rather than in the administrative work. The essay is divided into four chapters that show the complexity of the development work: culture, administration work, trust and practical knowledge.
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Vu, Ngoc Yen Nhi. "Preschool Teacher’s Perspective On The Reconceptualization Of Care In The Teaching Context In Swedish Early Childhood Education : Systematic literature review from 2011 to 2021." Thesis, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53616.
Анотація:
The Educare model has been represented in Swedish preschool history from the 1970s onward and is described in the Swedish preschool national curriculum. This curriculum presents a holistic view of care, learning, and development. Currently, Early Childhood Education and Care preschool teachers in Sweden have been presented with a new keyword – “teaching” - in preschool practices. The addition of the term “teaching” has placed a high emphasis on strengthening the teaching mission in the Swedish preschool nation curriculum. As the focus of preschool has been adjusted and shifting towards knowledge, and education, preschool teachers do not know how to maintain the Swedish preschool tradition and at the same time, strive for curriculum goals. Care has been seen as secondary in the context of the new demand for teaching. There are some questions and concerns regarding how much room is given to care in teaching situations. This study investigates how care is conducted and understood by Swedish preschool teachers in teaching activities in previous research studies. This study may highlight the tension not only between care and education but also the reformed curriculum and teacher’s insights about care and teaching in their actual practices. The research questions are: What is the position of care that is given in teaching activities by Swedish preschool teachers in previous research?; And how does the characteristic of care support teaching practices by preschool teachers in Sweden? The Developmental Pedagogy Theory was used to analyze data in four articles, with the purpose of investigating the position and characteristic of care according to preschool teacher’s perspectives. Analysis of this systematic literature review raised awareness of not only the multilayers and flexibility of care in teaching practices but also the interconnection between care and teaching in Swedish preschools.
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Makoňová, Markéta. "Rodiče a prarodiče ve výchově dětí předškolního věku." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-312638.
Анотація:
This diploma work deals with parents and grandparents in education of preschool age. First theoretical part of the work examines sociological data about family and education of children. The work further deals details of the position and role of the grandparents when these findings are then compare in the context of a child where the main importance is focused to presence grandparents in education. The second part of the work is focused to research. It examines how the parents and grandparents work together in education and how feels this help young parent. This part of the work finds what education methods repeat of our children and how has changed the education today against of past. It deals if grandparents affect their children and if these children perceive they are influence by parents.
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Ching-Ling, Hsu, and 許慶玲. "The Study of Trauma History and Adaptation of Families with Missing Preschool Children." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/29378993777176183999.
Анотація:
碩士亞洲大學
社會工作學系碩士班
99
The issue of missing children and teenagers is highly concerned in many countries. But, does the issue get enough attention in Taiwan? Do the services of tracking missing children and other services for their families be well implemented? To find the truth, we need to explore many things. In this study, we try to find the family members’ emotions and adaptations which had one missing child since early childhood. Based on ecosystem theory, family system theory, crisis intervention model, trauma theory, and resilience view, we analysis our finding from the interview records to find their coping for the ‘missing child’ crisis and traumas. In this study, we find that there are some very special models for the family of ‘missing child’, such as: 1. Continued searching makes family members reproduced the trauma experiences again and again. Since they won’t give up, there is no ending for hoping and disconsolations. 2. Before reaching the restoration, family members will experience panic and disequilibrium. 3. In the long run, family relies on themselves instead of external resources in searching for their child. The recommendations of this study are as follows: 1. Establishment of resources network which can work both the government and society. 2. Confirmation every units’ searching procedure in the networks. 3. Access to professional service, find the best intervention to the families. 4. Education to general public about how to help and deal the missing children issue. This study explores unique experiences of these families who lost infant or toddler and the result is to be provided as reference material to general public and related units.
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Ntuli, Zethu Eugenia. "Early childhood care and development: The missing link, a challenge for Swaziland." Thesis, 2008. http://hdl.handle.net/10539/4860.
Анотація:
This study explored the current practices implemented by Early Childhood Care and
Development (ECCD) caregivers / preschool teachers in Swaziland. It further
investigated how the lack of an appropriate policy on Early Childhood Care and
Development impacted on the delivery of services to the sector. The research was
conducted using a qualitative methodology, eliciting responses through semistructured
interview schedules.
In order to conduct a more in-depth analysis, eight interviews were held at various
early childhood care and development sites. The criteria for selection depended on
whether the participating caregiver had direct, hands-on experience of the day-to-day
care and running of ECCD sites. They also had to be involved in a full-time preschool
teaching programme and were purposively selected from the geographical
location of Manzini, in Swaziland. The sites could be distinguished into three
categories, namely: community (non-profit making), private and church or missionrun
centres. The results showed that caregivers implemented diverse and
uncoordinated practices and that there was no uniformity in terms of professional
training, classroom practice and curriculum application. It was evident that the
participants did not link the theory of their training to their practice, leaving gaps in
the provision of services and educational programmes to the children.
The study concluded that unless the government of Swaziland and the ECCD unit at
the national level of Education made a concerted effort to formulate a national ECCD
policy, Education for All would remain a pipedream. The study recommended that
government should formulate national ECCD policy guidelines to encourage
uniformity in practice and provision of ECCD sites. Not only should government
accelerate the development of the guidelines but they should also support the
caregivers by continuous professional development activities.
Книги з теми "Preschool mission":
1
Burns, Kathy. Mission Friends guide. Birmingham, Ala: Woman's Missionary Union, 1995.
2
Reno, Hilde. Handbook for early childhood administrators: Directing with a mission. Boston: Pearson/Allyn and Bacon, 2008.
3
San Francisco (Calif.). Office of the Controller. City Services Auditor Division. Board of Supervisors: Mission Neighborhood Centers, Inc. did not use City funds for political purposes. San Francisco: Office of the Controller, 2005.
4
Failing, Wolf-Eckart. Anfänge und Ursprünge der Sozialpädagogik in Darmstadt (1827-1870). Darmstadt: Selbstverlag der Hessischen Historischen Kommission Darmstadt und der Historischen Kommission für Hessen, 1988.
5
Solomon, Annie. Like a knife. Hampton Falls, N.H: Beeler Large Print, 2003.
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Solomon, Annie. Like a knife. New York, NY: Warner Books, 2003.
7
Division, San Francisco (Calif ). Office of the Controller City Services Auditor. Board of Supervisors: Political activity audit : The Allen Group, LLC. San Francisco: Office of the Controller, 2006.
8
San Francisco (Calif.). Office of the Controller. City Services Auditor Division. Board of Supervisors: Political activity audit : Museo ItaloAmericano. San Francisco: Office of the Controller, 2006.
9
San Francisco (Calif.). Office of the Controller. City Services Auditor Division. Board of Supervisors: Plaza Apartment Associates did not use City funds for political purposes. San Francisco: Office of the Controller, 2007.
10
San Francisco (Calif.). Office of the Controller. City Services Auditor Division. Board of Supervisors: Political activity audit : Ace Legal Assistance. San Francisco: Office of the Controller, 2006.
Частини книг з теми "Preschool mission":
1
Pintér, Marianna. "The long way a concept category develops." In Auch wenn A falsch ist, kann B wahr sein. Was wir aus Fehlern lernen können, 207–14. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871143.0.12.
Анотація:
By the age of 6 every child has all the characteristics and capabilities what an individual dealing with Mathematics basically needs. The following are still missing when starting school: conscious way of gaining experience, knowledge acquired and processed the proper way. In this article I would like to show a possible sample of this proper, long way. Classification: C30, C70, D40, E60, U30. Keywords: Mathematics, mathematical thinking , long way, proper educational work, before the preschool age, Preschool age, Junior primary school, Secondary school, to gain experience and to build concepts based on actions and acts.
Тези доповідей конференцій з теми "Preschool mission":
1
Repciuc (Jucan), Elena. "Family and Kindergarten - the Partnership for Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.
Анотація:
This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as follows: In the first chapter, called "The family environment and its educational value", the paper deals with topics such as: family - a polysematic concept, family functions and educational styles in the family. In these second chapter, called "Kindergarten-family relationship, active and efficient partners in early education", the paper focuses on: the concept of educational partnership, collaboration between family and kindergarten - guarantee of school success, the opportunity of the educational partnership family-kindergarten, implementation of the family-kindergarten partnership and the importance of the kindergarten-family partnership in the formation and development of the personality of the preschool child. In the third chapter, which is the case study, “Comparison between the urban and rural areas, regarding the kindergarten-family partnership problem”, the paper focuses on the level of involvement of parents and teachers in the issue of their involvement in the education of children. I will also analyze the difference between rural and urban areas regarding the problem of partnership and the involvement of parents and educators. The family must always be involved in the education of the child at home and at school. The partnership between family and kindergarten represents a strong collaborative relationship, with the help of which we work in a team to establish the best methods of collaboration and education for the child. The kindergarten helps the child to develop psychically, physically and intellectually, leaving him with a bag of information that will help him in the future. Many may ask this question "What role does the family play in this process?". Well, the family gives the child the seven years at home, which are extremely important. Without the seven years at home, the educator cannot function as well as he or she would like. Without the help and involvement of the family in the relationship with the kindergarten, this process we call Partnership, would not exist. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. After centralizing all the answers, I found the following facts: Parents are selective when it comes to their involvement in different activities within the kindergarten. The parents together with the teachers appreciate the importance of the partnership. In both urban and rural areas, we can say that there is openness and transparency when it comes to this partnership and between parents and teachers do not find communication problems.
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Kakirman Yildiz, Asiye, Varol Saydam, and Bahattin Yalçinkaya. "AN ANALYSIS OF PUBLIC LIBRARIES' ABILITY TO REPRESENT PRESCHOOL CHILDREN IN TERMS OF THEIR MISSIONS AND RESPONSIBILITIES." In 4th Teaching & Education Conference, Venice. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/tec.2017.004.006.