Dissertations / Theses on the topic 'Kindergarten and up'
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Gillern, Michael William. ""Cool rules" a curriculum for kindergarten through grade two for teaching children how to stick up for themselves /." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Full textVlachová, Alena. "Projektové řízení při založení mateřské školy se zaměřením na německý jazyk." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-192698.
Full textLange, Alissa A. "Preschool STEM Explorations that Build on and Build Up Children’s Curiosity, Knowledge, and Skills." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4179.
Full textChan, Tsang Kin-lok, and 陳曾建樂. "Teachers' perceptions towards setting up of PTAs in kindergartens in Hong Kong: is parental involvement a barrieror convenience?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960005.
Full textChan, Tsang Kin-lok. "Teachers' perceptions towards setting up of PTAs in kindergartens in Hong Kong : is parental involvement a barrier or convenience? /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20058020.
Full textKorbelová, Jitka. "Podnikatelský plán pro zřízení soukromé mateřské školky v malém městě." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2013. http://www.nusl.cz/ntk/nusl-224163.
Full textZápařková, Iveta. "Podnikatelský záměr založení mateřské školy." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2014. http://www.nusl.cz/ntk/nusl-224705.
Full textBeránková, Zuzana. "Podnikatelský plán pro založení mateřské školy." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2011. http://www.nusl.cz/ntk/nusl-222866.
Full textBolfová, Michaela. "Podnikatelský záměr - založení mateřské školy." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2013. http://www.nusl.cz/ntk/nusl-223876.
Full textMeisterová, Michala. "Podnikatelský plán pro založení soukromého mateřského centra." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2014. http://www.nusl.cz/ntk/nusl-224356.
Full textLangerová, Věra. "Podnikatelský plán pro založení soukromé anglické školky." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2016. http://www.nusl.cz/ntk/nusl-241528.
Full textŘehořek, Michal. "Založení soukromé školky." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2013. http://www.nusl.cz/ntk/nusl-223758.
Full textBlanquet, Estelle. "La construction de critères de scientificité pour la démarche d'investigation : une approche pragmatique pour l'enseignement de la physique à l'école primaire." Thesis, Nice, 2014. http://www.theses.fr/2014NICE4104/document.
Full textThe purpose of this thesis is to propose a pragmatic epistemology of school science in primary school. Indeed, some of the difficulties encountered by inquiry-based science education may be attributed to a lack of understanding of the very nature of science. A survey on the perception of science by incumbent teachers and teachers in training confirms that most of them have a relatively vague vision grounded in a form of naive empiricism. A practical set of criteria of scientificity adapted to the school context is developed through a “bottom-up” approach based on actual classroom practices. Its efficiency at discriminating scientific and non-scientific practices is discussed, as well as the didactical and epistemological implications of its use. It is thus possible to deduce evolutive definitions of a school science that is normative yet subordinated to the “science of scientists”. Teachers responded positively to this epistemological tool when it was presented to them. Among the different teaching strategies tested in a classroom, the most efficient for the acquisition of criteria of scientificity were those which supplemented the inquiry process with an explicit epistemological component. Some elements of scientific method can be introduced as early as kindergarten (5-6 y.o) : after experimenting with inquiry processes, pupils have proved able not only to claim the primacy of experiment but also to run tests related to different criteria of scientificity and acquire the basics of scientific modeling
Ching, Chang Cheng Chu, and 張鄭主青. "The Establishment of Kindergarten Childrens' Clean-Up Behaviors." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/88625300268884304379.
Full text臺北市立教育大學
幼兒教育學系
95
After many years in teaching life, I am not to issue how to manage class for teaching but how I became a good teacher and how children can learn lesson? In past of class management, Behavior modification skill for me solve a lot of rush need but in class teacher and students’ interaction make me review. At the same time kids obey the school rule if they know meaning of rule and think about principle for human by this? I think behavior modification theory didn’t contribute to rule meaning of education goal. Researcher study in 30 4-year old kids to adopt humanity to respect kids philosophy and doing and attempt to understand thinking of cleaning rule and interaction transaction process. Research method is via observation to do qualitative research . When children offend rule, I didn’t deal with it promptly. Furthermore I watch kids how to clean it and listen to their dialogue. After that I’ll request their thinking and in this process try to find duplicate abnormal paradigm to review rule which limits kids and revise teaching by this. Via research, I realize below discovery. Infancy studying rule process isn’t a process from no-do to do. In fact before kids exclude separation of anxiety and adoption of group life, rule is not meaning for kids. When children know about rule existed in class, due to rule obligation kids ignore it and even resist slightly. While kids have concept regard to that rule must obey, they still are limited to weak capacity in question solution and can’t reach the cleaning of the goal which teacher expected. Meanwhile it need tutors guide and lower strength to assist kid to have habit of cleaning. Every kindergarten student is busy in daily life. As result they ask kids to rush cleaning to process next activity. However kids tempo is different with teacher and teacher think kids are lazy , selfish, and can’t be treated by humanity assumptions. However behind clue of research, it appears thinking hidden in kids’ inner mind. Most students can’t reach behavior which teacher expect. The reason isn’t from kid’s badness but derived from attention to work to cherish masterpiece didn’t dispart and even postpone what common things must have communication and negotiation in learning group. The idea which respects kids in humanity way to build 4 year old infant class rule is not easy. For let kids think meaning of rule, I try to group discussion, story- telling, even personification scenario to lead kids. However I realize the effective way isn’t telling but I can do it appeared in class interaction.
Jhu, Cuei-Jyuan, and 朱翠涓. "Action Research of the Sport themed curriculum in Kindergarten,「Sport, moving up」." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/5x46et.
Full text國立中正大學
教學專業發展數位學習碩士在職專班
104
The study aims to explore the implementation of the Sport themed curriculum in Kindergarten, the research approach, and the improvement of child exercise compatibility by using theme curriculum, as a reference for educators and research in the future. This study recruited Action Research participants in the experiment are from the senior class members of a Taichung City Kindergarten. The researcher chose two classes, and the total is thirty-six children. The experimental group adopted twenty-eight in-class activities within thirteen weeks; each activity lasts forty to sixty minutes, one time a week. On the contrary, the control group remains intact. In the end, both groups were examined by child exercise compatibility pre- and post- test. The researcher chose one of the following: continuous hop, 10- meter to run back and forth withtwists and turns, one- step long- jump , 20 - meter running, hands and feet and to walk around the horoscopes, standing on one foot, sit - and - reach exercise. The pre- test data was analyzed to seek similarities and differences between the pre - experiment and post- experiment by an independent sample t- test. The differences between the pre- and post- tests are examined by a dependent sample t- test. The alpha level is fixed to .05, and the result showed that with the dependent sample t- test. The information shows: 1.Thesport theme curriculum activities enhanced children’s exercise compatibility. 2.This course achieves significant differences to experimental groupin six sports ability testing items, except explosive force. 3.The participants in experimental group performed better and showed a significant level (p < .05), compared with the control group, when doing the seven sports ability testing items in post- test. The study could be adapted to course design of kindergarten. Therefore, child exercise should assimilate into the daily routine and theme curriculum of children, it can become a part of their life. A suggestion would be that a sport class should be one of the basic themesin the kindergarten curriculum. Key Words: child, child physical strength, theme curriculum, exercise compatibility
LEE, TSAI LING, and 李采玲. "The Miaoli County indanthrene country slightly sets up as an attachment the kindergarten eight week baby physical ability curriculum to lie in to influence abstract this research." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/38212332849055310657.
Full text育達科技大學
休閒事業管理系碩士班
105
Abstract The purpose of this study was to explore the eight weeks children physical fitness curriculum for 4-6 years old preschool children's Rest Heart Rate and Maximal Heart Rate and Heartbeat Recovery per minute recovery differences. This study was conducted before and after children received training of the "20 meters dash" and "50 meters continuous single leg hops" two items of children physical fitness test. The study was conducted with 17 children age 4-6 years old who were studied in the kindergarten of Shilin Elementary School in Miaoli County. They were accepted in the eight week children physical fitness curriculum. Training time is twice a week for 40 minutes each times. Training courses used the selfish compiled teaching materials for children to train. In this study, the Descriptive Statistics of physical ability before and after the test of the Paired- Samples T Test. The implementation of eight weeks before and after the children physical fitness curriculum of heart rate, significance level by p <0.05. The results of the research study as follows: 1.The compared with the Rest Heart Rate and the Maximal Heart Rate shows the increase in the number of heartbeat times after exercise. With the "20 meters dash " and "50 meters continuous single leg hops " tests, the number of heartbeats after the test was lower than the number of heartbeats before the test. Indicating that the children's heart rate was low. 2.The children's height and BMI value p> 0.05, not reach significance level. The children’s weight p <0.05, there are significance level. 3.From the first minute to the fifth minute, the eight weeks children physical fitness curriculum showed that not reach significance level on the child's heartbeat recovery after proceed the "20 meters dash" test for 4-6 years old preschool children is not effective. 4.After eight weeks of children physical fitness curriculum for 4-6 years old preschool children proceed the "50 meters continuous single leg hops" test or not, the first minute heart rate p <0.05, not reach significance level. The second minute to the fifth minute, there are significance level. Key words: Rest Heart Rate、 Heartbeat Recovery、 Children Physical fitness 、 Children Physical Fitness Curriculum
Baxová, Alena. "Názory současných matek na výchovu a vzdělání dětí mladších tří let." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-305564.
Full textChen, Cheng-Fu, and 程正孚. "The survey of satisfaction of kindergartens and parents with the e-picking up system." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/fh6xmp.
Full text東吳大學
資訊管理學系
104
The system shortens the time to pick up the children in front of the preschool, also promotes parent’s satisfaction, and reduces workloadings to the nursery staff; otherwise, the e-picking up system enhances the competitiveness of the kindergarten and confronts the trend of fewer children lightly because of less manpower. This study was to research the service quality of e-picking up system at kindergarten.The testers are nursery staff and parents with e-picking up system at five northern countries of the typical metropolitan area in Taiwan who are inquired by two questionaires 「 Satisfaction of kindergartener with e-picking up system」 and 『Satisfaction of parents with e-picking up system」. The 204 questionnaires was issued to kindergatners and 405 questionnaires was issued to parents. After performing Descriptive Statistical Analysis, T-test and One Way ANOVA in SPSS, the results was showed as follows: The nursery staff e-picking up system satisfaction of the top five order: 1: Preschool traffic satisfaction. 2: Periods of picking-up satisfaction. 3: Enhance the job satisfaction. 4: Helpful for education evaluation. 5: Enhance the prestige aspect. The parents e-picking up system satisfaction of the top five order: 1: E-based demand forecasting, when sending children to preschool in the morning. 2: Pick waiting time satisfaction. 3: Satisfaction for provide the service. 4: Preschool traffic satisfaction. 5: Would recommend neighbor's children attend.
I-Hsuan, Wu, and 吳怡萱. "A fallow-up study of peer relation for the most popular child: from kindergartener to grader." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/04644768059343033528.
Full text臺北市立教育大學
兒童發展研究所
94
This report is a follow up study on one child star’s experiences with popularity while in kindergarten affected his transition into grade school. The study focuses on the child, Hao-Hao’s inter-personal relationship with the other children in class. The research utilized observations in behavior, discussion, and further collection of data to analyze Hao-Hao’s interactions with his old and new classmates. The study shows when Hao-Hao graduated from kindergarten and began grade school he had some changes in behavior, however, these changes were not dramatic. His personality changed allowing him to make friends with many students in class. Hao-Hao became the teacher’s little helper in class. By demonstrating a sense of maturity while performing well athletically, Hao-Hao easily became popular in class receiving the admiration of all those in class. During this acme he began slowly drifting away from old friends and creating new friendships. But during this time, Hao-Hao’s interactions with other children also became more aggressive both verbally and physically. Because of this, many children in class became polarized with their feelings toward Hao-Hao. Consequently this caused Hao-Hao to lose his new friends and ended up with his old friends. After the end of his first year in grade school, Hao-Hao’s relationship with both new and old friends all ended up how it was at the beginning of the year. Through research analysis, Hao-Hao’s transition from kindergarten to grade school had not caused any major changes in his behavior. He kept his personality which was favorable to all the classmates but this personality distanced himself with the classmates keeping him from developing deeper friendships. This resulted in Hao-Hao’s keenness, slight aggressiveness, and the desire to protect himself. The study also took into consideration the systematic changes from kindergarten to grade school. In grade school, the teachers and parents begin losing focus on the development of inter-personal skills of the child, causing a lapse in attention to the child’s action and development of healthy attitudes and actions towards classmates and friends. Hence, this lapse in attention creates an educational goal for including “Developing a Healthy Character” in the educational curriculum.
Wu, Hsiu-Hsiao, and 吳秀笑. "Light up the MI Spectrum:A study on the process of three kindergartens that shape the project spectrum approach of teachers''professional development." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/01411543158786481195.
Full text靜宜大學
教育研究所
98
This study attempted to see the process of three kindergartens that shap the project spectrum approach of teachers’ professional development. The object is to explore what’s the process of it and how the members of the groups grow;to improve the mental of the teachers and promote creative transformation of MI theory in the prjects spectrum approach. Based on hermeneutics approach the researcher makes sense with the participant by practicing and action.By the strategies of “learning-in-action” “cross school study”, “mixed-age groups learning”“scaffolding of teachers’ collaboration and mind developed acctivity”, teachers learned about teaching and improved mind development. And with it they established view of MI, acceptance of MI, integration of MI. Therefore, they could treat, observe, evaluate and communicate with understanding and empathy to young children, and so do to other teachers of their kindergartens. The research data were collected by ways of observing the kindergarten, teachers action in their classrooms, teacher’s teaching scripts and teaching notes , teachers’ process folio,and the reflection notes of the parents and teachers. The researcher had found that the study had promoted the teachers’ professional development as follow: (1) It developed the teachers’ mind so that they can think about thinking and reflecting-in-action. (2) It raised teachers’ MI awareness so they can accept the different intellectual configurations and proclivities of the young children. And it improved the teachers’ EQ too. (3) It made teachers’ communicating with understanding and empathy , promoted collaboration of their working team notably and shap the team learning group in the kindergarten. In addition to above results, the researcher had analyzed the process of the research could be an effective pattern of teachers’ professional development. The conclusions and introspections will provide a reference for the chief of educational institutions, teachers, child care workers, and the parents of young children.
Splavcová, Hana. "Podmínky vzdělávání dvouletých dětí v mateřských školách." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-335364.
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