Academic literature on the topic 'Organisation of preschools'
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Journal articles on the topic "Organisation of preschools"
Pasicznik, Władimir. "Physical education of children in pre-primary education in Ukraine (pedagogical aspect)." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 4, no. 4 (2021): 117–26. http://dx.doi.org/10.16926/sit.2021.04.29.
Full textSchubert, Volker. "Die Organisation von Wohlbefinden in japanischen Kindergärten." Paragrana 22, no. 1 (June 2013): 60–70. http://dx.doi.org/10.1524/para.2013.0006.
Full textHåkansson, Jan. "Leadership for learning in the preschool: Preschool managers’ perspectives on strategies and actions in the systematic quality work." Educational Management Administration & Leadership 47, no. 2 (October 5, 2017): 241–58. http://dx.doi.org/10.1177/1741143217732794.
Full textNowosad, Inetta. "Przedszkola w debacie polityczno-oświatowej Niemiec. W stronę edukacji, opieki i wychowania." Problemy Wczesnej Edukacji 48, no. 1 (March 31, 2020): 63–74. http://dx.doi.org/10.26881/pwe.2020.48.06.
Full textMuñoz, José Manuel, Francisco Braza, and Rosario Carreras. "Controlling relationships in preschool children." International Journal of Behavioral Development 28, no. 5 (September 2004): 444–48. http://dx.doi.org/10.1080/01650250444000162.
Full textJohansson, Inge. "The interplay between organisation and pedagogic content: Results from a study reflecting the changes within 12 preschools in stockholm during a three-year period." European Early Childhood Education Research Journal 5, no. 2 (January 1997): 33–46. http://dx.doi.org/10.1080/13502939785208061.
Full textSeiser, Anette Forssten, and Ulf Blossing. "Actions and practice architectures for realising sustainable development by restructuring school organisations." Forskning og Forandring 3, no. 2 (December 15, 2020): 69–88. http://dx.doi.org/10.23865/fof.v3.2457.
Full textShcherbinina, Ol'ga S., Dmitriy V. Alfimov, and Pyotr V. Plotnikov. "Peculiarities of psycho-pedagogic support of "risk group" children's parents at a pre-school educational organisation." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 44–48. http://dx.doi.org/10.34216/2073-1426-2019-25-4-44-48.
Full textOsipova, Margarita B., and Anna G. Samokhvalova. "PSYCHOLOGICAL AND ACMEOLOGICAL CONDITIONS FOR THE DEVELOPMENT OF COGNITIVE RESOURCES IN OLDER PRESCHOOL CHILDREN TO OVERCOME COMMUNICATIVE DIFFICULTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 79–85. http://dx.doi.org/10.34216/2073-1426-2020-26-2-79-85.
Full textROBERTS, JONATHAN. "Trust and Early Years Childcare: Parents’ Relationships with Private, State and Third Sector Providers in England." Journal of Social Policy 40, no. 4 (April 14, 2011): 695–715. http://dx.doi.org/10.1017/s0047279411000225.
Full textDissertations / Theses on the topic "Organisation of preschools"
Lindgren, Nilla. "Inclusion - A study on the Organisation of Preschool Educational Environment." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29303.
Full textSaunders, Sue. "The organisational climate of preschools and associated characteristics : a study of a group of preschools in England." Thesis, Cardiff Metropolitan University, 2018. http://hdl.handle.net/10369/9566.
Full textBjörkhage, Johanna, and Thorsén Emma Forsed. "Stora barngrupper = stora problem? : En undersökning om förskollärares positiva och negativa uppfattningar om stora barngrupper." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28927.
Full textSchüssler, Nadine, Yana Troyan, and Sofia Seferouglou. ""Och förutom det så ska man ju göra allt som står i läroplanen också…Då blir man svettig!” : Undersökning baserad på intervjuer, observationer och enkäter." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37842.
Full textWickholm, Jennie. "En öde ö som flyter runt : en kvalitativ studie av hur mobila och stationära förskolepedagoger uppfattar de organisatoriska förutsättningarna för att hantera en dubbel enhet." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34633.
Full textAndersson, Maria, and Marie Blomqvist. "Individualisering av barns språkutveckling i förskolans stora barngrupper : pedagogers utsagor om arbetssätt och organisation av verksamheten." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-686.
Full textDet blir allt vanligare med stora barngrupper i förskolan och personaltätheten är ofta låg i
relation till barngruppens storlek. Detta leder till att pedagoger i förskolan, upplever
frustration när det gäller att uppnå förskolans uppdrag som innefattar att tillgodose varje
barns behov för att främja deras utveckling. Syftet med vår studie är att belysa
pedagogers utsagor, inklusive resonemang, om arbetssätt och organisation av
verksamheten gällande individualisering av barns språkutveckling i förskolans stora
barngrupper. Studien bygger på sex kvalitativa forskningsintervjuer med pedagoger som
arbetar eller har arbetat med barn i åldern 3-5 år. Resultatet av vår studie visar att ett
arbetssätt för att se den enskilda individen är att dela in den stora gruppen i mindre
grupper. Ett annat arbetssätt är att i vardagssituationer möta barnen i samspel och dialog
på den nivå de befinner sig. Den stora barngruppen kan hindra barnens språkutveckling
på olika sätt som när det gäller barnens talutrymme och möjlighet till enskild tid med
pedagogerna. Dokumentation och kartläggning hjälper pedagogerna att följa barnens
individuella språkutveckling och att organisera verksamheten. Det är inte alltid
gruppstorleken som bidrar till att pedagogerna inte kan möta alla barn utan
konstellationen av gruppen kan vara minst lika betydelsefull.
Today, pre-schools are often associated with large childrens groups and the
personnel are understaffed in relation to the size of the childrens groups. This
results in, pedagogues feel frustrated that they do not have the time (and
resources) to provide for every childs need to support their development,
which is one of the commissions of the pre-school. The purpose of our study is
to illustrate a pedagogue reasoning on how to work in order to individualise 3-
5-year-old childrens language process in relation to the size of the childrens
groups. The study is based on six qualitative interviews with pedagogues who
work or have worked with children in the ages of 3 to 5 years old. This method
is chosen in order to realise how teachers reflect on and act to notice and
distinguish every child and their language process among the rest of the
children. The results show that it is often easier to pay attention to every child
when they are divided into several smaller groups. Another way is to interact
with the child in ordinary situations in their own level of language
development. The large group of children can stop their language process when
it comes to their speech development and possibility of individual time with the
pedagogues. Documentation helps the teachers to organise the way to work and
thereby on how to follow every childs individual language process. Something
that can be of importance is that it is not always the size of the group that is the
contributory cause for a pedagogue to take notice to every child and its needs
but the composition of the group can also be determining.
Nilsson, Jeanette, and Cecilia Lindblom. "Ska det vara så svårt? : En studie om arbetet med att integrera nyanlända barn i förskolans verksamhet." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48748.
Full textLerider, Sara. "Här får vi leka fyra! : En studie om pedagogers erfarenheter, upplevelser och lärdomar av att organisera den fria leken i förskolan." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62546.
Full textThe purpose of this study is to study preschool teachers’ experiences and knowledge of organizing the free play and which consequences it leads to for the children and the activities. The research has been made with semi-structured interviews as a method. It means that the interview questions were shaped so the respondent could develope the answer. I have interviewed four preschool teachers from four different preschools. It emerged in the study’s results that the purpose of organizing the free play was to build social relationship between the children, introducing different kinds of materials and quietude. The organization could help the children reach their zone of proximal development. The preschool teacher’s authority was strong in these organization and it results in instable and supervised ambiences. It arises occasions where the children resisted.
Helin, Charlotte. "Den planerade undervisningen i förskolan : En jämförande studie i två olika länders förskolor." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5480.
Full textThe law of the school describes that education is the work which the preschool teacher accomplishes, based on goals from the curriculum. The purpose of this study is to investigate and compare the planned education in preschool in two countries. By comparing Swedish and Ukrainian preschool it became possible to identify similarities and differences between their ways to carry on education. The facts were collected through observations and the analysis accomplished by using the categorization scheme based on the chosen aspects; organization, substance, children’s participation and influence and also environment. The result showed that education in Sweden and in Ukraine both had similarities as well as differences. The similarities consisted of that both countries used songs, the time length of the education was nearly the same and the children got participation in similar ways. One difference was that in Ukraine there could be several occasions of education during one day, but in Sweden it was accomplished in one occasion of education. The substance varied a lot because the Ukrainian education offered different themes and items and the Swedish education was working longer with one and the same theme. Children got more influence in Sweden than in Ukraine. At the end the possibility of studying another country was discussed and what the researcher needs to take respect for. Also the similarities and the differences between the countries were discussed and how they got influenced by the culture and the tradition of the country.
Vigren, Maria. "Barngruppens storlek -en fråga om likvärdighet : en studie av policydokument." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-59567.
Full textBooks on the topic "Organisation of preschools"
Kolawole, D. O. Nursery and early primary classes in Nigeria: A guide to effective teaching and organisation. Ibadan: Vantage Publishers, 1989.
Find full textLeón, Margarita. Social Investment and Childcare Expansion. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0010.
Full textBook chapters on the topic "Organisation of preschools"
Kovács, Borbála. "Childcare Arrangements for Preschool-Aged Children." In Family Policy and the Organisation of Childcare, 193–221. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78661-2_7.
Full textSigala, Maria. "Part-Time Employment among Women with Preschool Children: Organisational Cultures, Personal Careers and Sense of Entitlement." In Work-Life Balance in the 21st Century, 106–21. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230373594_6.
Full text"The organisation of the preschools and infant-toddler centres." In Understanding the Reggio Approach, 18–31. Routledge, 2006. http://dx.doi.org/10.4324/9780203963289-2.
Full text"The organisation of the preschools and infant–toddler centres." In Understanding the Reggio Approach, 28–41. Routledge, 2015. http://dx.doi.org/10.4324/9781315744018-3.
Full textBrasławska-Haque, Mirosława. "Działania poradni psychologicznopedagogicznych w zakresie rozwijania kompetencji zawodowych nauczycieli edukacji włączającej." In Funkcjonowanie dziecka we współczesnym świecie. Współpraca z rodziną. Wyzwania, zagrożenia, perspektywy, 45–56. Wydawnictwo Wyższej Szkoły Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie, 2021. http://dx.doi.org/10.13166/wsge/ped/wosz5354.
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