Relevant bibliographies by topics / Pre-school / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Pre-school.

Dissertations / Theses on the topic 'Pre-school'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Pre-school.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Rubina, Jamil. "Gender in Pre-school." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25683.

Full text
Abstract:
The purpose of this study is to understand how do some pre-school teachers and parents in Pakistan perceive the concepts of gender and gender equality. The study has been completed through interviews based on four key questions, which are: How do two pre-school teachers in Pakistan understand their teaching practice in relation to gender? How do two parents think of treating their children equally regardless gender in pre-school and how do they think girls and boys should be raised? The method I have used for this research is qualitative method. I have been interviewing two pre-school teachers and two parents in a pre-school environment, located in Karachi Pakistan. In order to analyze the result and to get a deeper understanding of the collective knowledge gathered from the interviews, theories surrounding gender equality and Vygotsky’s sociocultural theory have been used. Earlier research done within this area has been used to put this study into perspective. The results of this study shows that the teachers perceive gender as a social construction and that gender is a creation of social interaction. In the study's results, shows that parents believe that boys and girls should get equal treatment at pre-school regardless their gender.
APA, Harvard, Vancouver, ISO, and other styles
2

Forsskåhl, Ellen. "Solvallas pre- and primary school." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-208544.

Full text
Abstract:
Solvallastaden är en ny stadsdel som planeras i Stockholms västra förorter, i närheten av Bromma flygplats. Idag ligger Sveriges största arena för travsport i området. Framöver kommer området prioritera grönska, möjligheter till idrott, framkomlighet till fots och bostäder.   I den nya stadsdelen planerar vi en kombinerad lågstadie- och förskola, planerad för 240 barn i åldrarna 1 - 10 år. Tomten ligger i direkt anslutning till en lummig skog och ett planerat parkstråk. Den omgivande bebyggelsen består av bostadskvarter i olika höjd. Bebyggelsen närmast skogen är 5 våningar för att sedan etappvis bli högre mot vägen.   Jag ville frigöra så mycket gårdsyta som möjligt, och har arbetat med en byggnad som omgärdar skolgården. Tillgången till skogen och möjligheten att utnyttja den som en förlängning av skolgården gjorde att jag har valt att öppna upp   Den smala byggnaden sluter sig runt en gemensam, skyddad gårdsmiljö. Två portiker leder in besökaren utifrån, och kan också öppnas och bli helt genomgående in till gården. Från gatan skymtar innergården genom den dubbelglasade dörren.   Byggnaden stiger i höjd i en spiralliknande sekvens. Den lägre delen är för förskolan, den högre för de äldre barnen. De varierande takhöjderna skapar olika rumsliga upplevelser interiört.   Fasaden består av olika nyanser av rosa klinkerplattor i fiskbensformationer. Fönsersättningen är anpassad efter barnen i olika åldrar; på vissa ställen går fönstren från golvnivå till 100 cm, så att bara de små barnen ser ut.   Taket är väldigt synligt och en central del av gestaltningen. Vattnet blir ett pedagogiskt element, som samlas in i en grund damm i ett hörn på gården.   Jag har delat upp förskolan och F-3-klasserna i olika längor. Som sammankopplande länk ligger gemensamma funktioner som mat- och gympasal, förråd, lärarrum, kök och så vidare. Den lägre delen där förskolan huserar, mot sydost, möjliggör en ljus gårdsmiljö.   Alla bas-, grupp- och lekrum är placerade i ett band mot den omhuldande ytterväggen. Kommunikations och vistelseytor ligger som ett skikt mellan innergården och rummen, där gården hela tiden är närvarande. Lärandemiljöerna har ett genomgående ljusflöde, med glaspartier som öppnar upp mot korridorerna och gården.   Korridorerna som binder samman gården och undervisningsrummen skapar utrymme för umgänge. I skolan finns en böljande bänk med förvaring längs hela korridoren. På utvalda ställen vidgas korridoren, så att små fickor med väggyta för utställningar skapas.
A new urban district, Solvalla city, is planned in the western suburbs of Stockholm. The task given was to plan a pre- and elementary school, for children aged one to ten years old. The school is planned to teach around 240 children.   The plot, where the school building is to be situated, is linked to both to a forest and a park. I wanted my schoolyard to integrate with the forest, letting the forest flow into the playground and simultaneously maximize the use of the garden.   I decided to separate the younger children, aged 1 to 5, and the older ones, due to different pedagogical needs. The younger ones will be using the lower, southeast wing, and the older children the opposite. I wanted there to be a connecting link, therefore I placed the common function, such as kitchen, the teacher’s room, school cantine, the sports hall and a grand main entrance in a wing in between the two.   My aim was to create a building that in an embracing gesture envelops the garden, creating a safe space inside. I decided to let the outer wall be solid and closed, and the walls facing the courtyard transparent and light. The fluorescent glass walls lets the light and nature into the building.   The corridors, surrounding the garden, become a layer between in and out. Placed along the solid wall are all teaching rooms; the classrooms, group rooms, play rooms and so forth. The corridor is more than a corridor, a space that effetively moves you from place A to B - it evolves into playful spaces and can be used for exhibitions, hanging around or playing. This is also the link between the garden and the rooms.   The metallic roof gradually rises, in an almost circling motion, from low to high. This creates a playfulness and allows the water to be a pedagogical element, as well as symbolizing the growth of the children, from small to bigger.   The facade is made of shiny, differently shaded, pink tiles in a herringbone formation. With the facade I strived for a bold appearance, creating identity and making the building stand out in the neighborhood.
APA, Harvard, Vancouver, ISO, and other styles
3

Hsu, Hsiao-Tung. "An EFL pre-school classroom research." Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446269.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fallahzadeh, Pardis. "Goal-directed Imitation In Pre-school And Elementary School Children." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613884/index.pdf.

Full text
Abstract:
Imitation is a fundamental way of acquiring knowledge in human development. In their theory of goal-directed imitation (GOADI), Wohlschlä
ger et al. (2003) divide the representation of observed movements into hierarchically organized aspects the highest of which is usually the goal. In a face-to-face imitation task young children usually copy the (spatial) goal of the body movement in terms of perceptual mirror symmetry rather than match them conceptually onto their own body, as adults do. We refer to these imitation schemes as &ldquo
mirroring&rdquo
and &ldquo
matching&rdquo
respectively. In the present study, we investigate the effects of age and perspective of the child with respect to the experimenter (0°
, 90°
, 180°
) in two imitation tasks, a hand-to-ear and a cup-grasping task. Moreover, we evaluate the developmental changes in the imitative behavior of children from a dynamical systems perspective. Children were supposed to imitate the movements of the experimenter. Tasks were conducted on 4.5- to 11-year-old Iranian pre-school and elementary school children (81 female, 84 male). Imitation scores for the spatial goal were analyzed in terms of mirroring or matching. Imitation schemes varied according to age and perspective in both tasks. Overall, older children&rsquo
s imitations of movements were more adult-like as established by an adult Iranian control group than those of the younger ones. They rather matched than mirrored observed movements. In the 180°
and 90°
conditions the mirroring scheme was predominant, but in 0°
matching was predominant. GOADI was confirmed
however it was qualified by the child'
s perspective on the experimenter. Children&rsquo
s imitations showed a non-linear shift from perceptually-based mirroring to conceptually-based matching of observed movements onto their own body. This shift happens between 6 and 8-9 years of age. The amount of matching depends not only on age but also on control parameters such as spatial perspective, task demands, and exposure.
APA, Harvard, Vancouver, ISO, and other styles
5

Vrbanc, Gabriela, and Jenny Brandt-Eriksson. "Professionalism i förskolan : a study that casts light on pre-school teachers thaughts and actions in pre-school." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-256.

Full text
Abstract:

SAMMANFATTNING____________________________________________

Gabriela Vrbanc och Jenny Brandt- Eriksson

Professionalism i förskolan

År: 2007 Antal sidor: 35

_____________________________________

Syftet med arbetet är att få kunskap om och belysa hur förskollärares professionalism ser ut i förskolan. Syftet uppnåddes genom en kvalitativ forskningsmetod, med hjälp av intervjufrågor, för att få kunskap om hur fyra förskollärare ser på lärarprofessionalism. Vi använde oss även av videoobservationer för att sedan koppla ihop intervjusvaren med lärarnas handlande. Vi anser att kvalifikationer och erfarenheter, lärarens roll och kontakt med kollegor och andra professionella, föräldradeltagande och läroplanen är bitar som är viktiga för att bli en professionell förskollärare. Detta leder till kvalitet i förskolan. Alla bitar hänger samman och bildar en helhet i arbetet som förskollärare. Alla förskollärare bör känna till professionalism i sitt arbete och vägen till ett professionellt förhållningssätt. Läroplanerna ska utgöra ett ständigt stöd för hur en professionell lärare ska förhålla sig till barnen på förskolan. Genom ett professionellt bemötande och ett medvetet arbete utifrån läroplansaspekterna tränas barnen i sin sociala och demokratiska utveckling. Barnen är vår framtid och det är vårt ansvar att de får en så bra tid som möjligt på förskolan och ett professionellt bemötande för att kunna utvecklas optimalt utifrån sina förutsättningar.

_____________________________________

Nyckelord: Förskollärare, professionalism, kvalitet i förskolan, kvalifikationer och erfarenheter, läroplanen.

APA, Harvard, Vancouver, ISO, and other styles
6

Randle, Valerie R. L. "Naming and categorisation in pre-school infants." Thesis, Bangor University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310869.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Trees, Sue. "Pre-school children s experience of place." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2428/.

Full text
Abstract:
The experience of place has been the subject of attention by researchers from a variety of disciplines. However, despite a growing interest in the geographies of children there have been very few empirical studies investigating pre-school children’s experience of place. To address this issue, this thesis seeks to gather understandings of this phenomenon that may inform educational research. This study investigates the individual experiences of place of 12 pre-school children in 3 locations - Durham City, England; Drumlithie a village in Aberdeenshire, Scotland, and Fraserburgh a town also in Aberdeenshire. The empirical work is set within an interpretive approach that is sensitive to the competencies of the children and which is in line with the author's philosophical assumptions. The strategies employed to generate data include an affective activity, research conversations, walking expeditions with cameras, semi-structured interviews and artwork. The theoretical framework for this research is based on an extensive inter-disciplinary review of the literature and is informed by ecological and developmental psychology theories and recent concepts of childhood. It assumes a holistic approach to understanding the complex, multifaceted concept of place as experienced by pre-school children who are themselves viewed as active learners and experts in their own lives. The analysis suggests that the pre-school children in this research experience place on highly personal and individual bases. It appears that the children employ the strategy of breaking a place down into component parts and use these components to structure their understandings. A tentative model is devised to show the workings of this process. The implications of the findings are discussed in relation to current understandings of pre-school children's learning, and suggestions are made for further research.
APA, Harvard, Vancouver, ISO, and other styles
9

Wessels, Angela. "The parental role in pre-school children." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3806.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Wanli, Hadia. "Matematik i förskolan / Mathematics in Pre-school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27789.

Full text
Abstract:
Grunden för utvecklingen av ett barns matematikkunskaper lägger man redan i förskolan. Attarbeta med matematik i förskolan är oerhört viktigt för att förbereda barnen för skolan ochlivet. Under min undersökning kommer jag därför att undersöka på vilket sättmatematiklärande genomförs i förskolan samt hur pedagogerna synliggör matematiken iförskolan. Under min verksamhetsförlagda tid (VFT) upptäckte jag variation i pedagogernasarbetssätt med matematik. Vissa fokuserade mycket på matematik undervardagsverksamheten medan andra knappt var engagerade i att lära barnen matematik.Min undersökning är baserad på intervjuer av sex pedagoger från två olika förskolor.Resultatet av intervjuerna visade att alla pedagoger var överens om att matematiken iförskolan förbereder barnen inför matematiken som kommer framöver i skolan och livet. Devar även överens om att matematiken finns i alla vardagsrutiner. Vissa pedagoger tyckte attman inte behöver planera in matematiken i förskolan på samma sätt som de gör i skolan, denkommer naturligt in i vardagsrutinerna. Däremot var alla pedagoger ense om att pedagogenmåste vara medveten om matematiken för att kunna lyfta fram den. Resultatet visade även attnågra pedagoger synliggör matematiken med hjälp av konkreta material, medan andraanvänder sig av det matematiska språket för att lyfta fram olika matematiska begrepp.
APA, Harvard, Vancouver, ISO, and other styles
11

Dibrova, Alisa. "AR books and pre-school children’s engagement." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20620.

Full text
Abstract:
Moderna barn använder mobilteknik oftare och oftare. Ett antal studier hävdar att barns lärande kan dra nytta av användning av medier i klassrum och att det finns en brist på denna teknik att använda i skolorna. Många undersökningar indikerar att användningen av augmented reality (AR) teknik i undervisning för barn hjälper dem att bli mer motiverade och engagerade i lärande activiteter, och att det är fördelaktigt för barns minneslagring. Vissa studier hävdar att motivation är en viktig faktor för att främja en inlärningsförmåga.Denna studie syftar på att skapa en augmented reality-bok för barn 4-5 år och på att förstå hur AR kan påverka engagemang, och hur den kan stödja lärandet i termer av memorering.Ett experiment genomfördes med åtta barn som går till förskolan. Under experimentet gjordes observationer och intervjuer. Grafisk design, illustration och animering var en del av förberedelserna för experimentet. Studieresultaten analyseras och diskuteras i förhållande till tidigare undersökningar i detta område.Resultaten pekar mot att AR skulle kunna hjälpa barn i förskoleåldern i klassrummsundervisning genom att positivt påverka deras minneslagring samt öka deras engagemang och motivation - som tidigare påstås är en mycket viktig faktor för att förbättra inlärningsförmåga. Samtidigt är det svårt att tolka resultaten med en hög grad av säkerhet för att testgrupperna var små, och antalet ytterligare faktorer kan ha påverkat resultaten. För att bekräfta resultaten av denna studie är det rekommenderat att genomföra en undersökning av en större skala.
Modern children use mobile technologies more and more often. A number of studies argue that children’s learning can benefit from the use of media in classrooms and that there exists a lack of these technologies applied at schools. Many research indicate that use of augmented reality technologies in children’s teaching helps children to get more motivated and engaged in the learning activities, and it is beneficial for children’s memory retention. Some studies claim that motivation is an essential factor for promotion a learning performance. This study aims at creating an augmented reality (AR) book for 4-5 years old children and on understanding how AR can affect engagement, and how it can support learning in terms of memorization.There was conducted an experiment with eight children who go to preschool. During the experiment, the observations and interviews were made. Graphic design, illustration and animation were a part of preparation for the experiment. The study results are analyzed and discussed in relation to earlier research in this area. The results point towards the fact that AR could help children of preschool age in classroom education by positively affecting their memory retention and increasing their engagement and motivation – which was earlier claimed to be an extremely important factor for improving the learning performance. At the same time, it is hard to interpret the results with a high degree of certainty as the test groups were small and a number of additional factors could have affected the results. In order to confirm the results of this study, it is suggested to conduct a study of a larger scale.
APA, Harvard, Vancouver, ISO, and other styles
12

Mulla, Imran. "Pre-school use of FM amplification technology." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/preschool-use-of-fm-amplification-technology(a4d0de3d-7dfa-4c25-b9df-4ecc45ed4ee1).html.

Full text
Abstract:
In identifying the importance of early identification of hearing loss in children, very little attention has been given to how advanced FM technology may improve outcomes. Distance, noise and reverberation remain considerable challenges for individuals using hearing aids, more so in really young children. The aim of this present research was to evaluate and explore the benefits of advanced integrated FM amplification technology with pre-school hearing aided children. The research was of a longitudinal prospective design, including both quantitative and qualitative analysis of FM technology use in pre-school hearing aided participants. All participants were provided with the latest hearing aid and integrated FM amplification technology suited to their hearing loss. An initial study was conducted to validate the 'AutoConnect' feature on the FM technology provided to participants. The manufacturers of the 'AutoConnect' purport the feature removes the need for verifying FM technology 'transparency'. The results indicated the feature did work with the hearing aid and FM combinations used in this study. Three further studies were conducted. The first of these evaluated FM device use via daily diaries, datalogging and questionnaires. Five of the seven families were able to establish regular FM use in a range of environments and settings. The environments where the FM was used most frequently were the home, car, nursery, shopping and outdoors. Listening evaluation measures with FM technology demonstrated the greatest improvements were in noise and at distance. Parents rated the FM technology highly, with all parents reporting 5 out of 5 for 'easy to operate'. Significant improvements in language development were noticed for the three children whose language development was identified as 'at risk' at the start of the study. The second of the three studies qualitatively explored the views and experiences of parents and carers on their use of FM technology. Eight weekly diaries, seven completed by parents and one completed by pre-school nursery staff of one of the participants, were collected throughout the study period. Seven semi structured interviews were conducted with parents at the end of study participation. Altogether eight cases were included for analysis with seven including both diaries and interviews and one case including diary only. Thematic content analysis sought to acknowledge parents and carers as the experts and place them in the centre of knowledge generation. Six main themes were identified: access to speech, listening, communication, wellbeing, engagement/ownership and practicalities of FM use. More detailed sub-themes were generated under the main six headings. Overall the analysis highlighted the potential benefits, barriers and challenges to pre-school use of FM technology. The final study used the language environment analysis (LENA) system to compare differences in language environment with and without FM use. The findings indicated the language environment of the children in this study was comparable to their hearing peers. The acoustic environment results suggested the largest portion of children's day was spent in environments where speech was at a distance or in background noise. The thesis concludes by discussing the findings and implications of this study and highlighting areas for future research. The current study provides a unique contribution to the existing literature and together with future research can be integral to the provision of FM technology as standard for pre-school hearing aided children.
APA, Harvard, Vancouver, ISO, and other styles
13

Sepp, Hanna. "Pre-school Children’s Food Habits and Meal Situation : Factors Influencing the Dietary Intake at Pre-school in a Swedish Municipality." Doctoral thesis, Uppsala University, Department of Domestic Sciences, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-1750.

Full text
Abstract:

A pre-school-based dietary survey, using seven-day records, focus group interviews and semi-structured interviews, was carried out in a suburban area of Stockholm. The overall objective was to investigate the individual food and nutrient intake of pre-school children at all meals during the day, as well as factors that might influence children’s intake.

The average energy and nutrient intake per day for the whole week was satisfactory for the 109 pre-school children, but the temporal distribution throughout the day was skewed. The energy and nutrient intakes of food at the pre-school were lower than recommended. This was, however, compensated for by meals eaten at home. The children had a more varied food intake during weekdays than weekend days. This study has not provided any evidence to support the selection of water versus milk as a preferable lunch beverage in terms of pre-school children's total milk consumption and general dietary quality. However, the dietary analyses showed that there could be a reason to limit pre-school children’s daily milk and fermented milk intake to half a litre, according to the existing guidelines.

The children associated food and eating with rules and norms. They did not categorise food as good or bad, as adults often do, but as "food" and "non-food"; for example, sweets were not food. The method used in this study, the focus group interview, was judged to be a useful tool for exploring how children think about and jointly reflect upon food. The role of the teacher had changed over the past years and they had not yet found a solid ground for integrating food and meals into their everyday work.

APA, Harvard, Vancouver, ISO, and other styles
14

Sepp, Hanna. "Pre-school children's food habits and meal situation : factors influencing the dietary intake at pre-school in a Swedish municipality /." Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2002. http://publications.uu.se/theses/91-554-5240-X/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Payne, J. A. "Nutrient intake and growth in pre-school children." Thesis, University of Edinburgh, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.660468.

Full text
Abstract:
It is widely recognised that our knowledge of the nutrient intake of pre-school children aged 2-5 years and of their nutritional requirements for growth, is poor. Consequently, opinion is divided on whether modified diets, aimed primarily at the prevention of future adult diseases, adequately support growth in pre-school children. Between May 1988 and April 1990 the nutrient intake and growth of 153 pre-school children from Edinburgh, aged 2-5 years, was assessed. 54 children repeated the study after an interval of 12 months to give a total of 207 assessments. Nutrient intake was determined by the 7 day weighed inventory method. Anthropometric measurements included height, weight and skinfold thicknesses. Supplementary information and social details are recorded by questionnaire. The data was grouped and analysed by age and gender of the children, and also by socioeconomic group. For each group of children a low mean energy intake of 80-85% of the current UK Estimated Average Requirement of energy was found (Department of Health 1991). The intake of other nutrients ranged widely, with group mean intakes at or above values of Recommended Nutrient Intakes, except for the intake of vitamin D which was very low and of iron in 2 year old children which was also low. The % of energy from fat, sugar, starch and dextrin varied considerably but no correlations were found with energy intake. Thus low fat or high sugar diets did not affect the average daily intake of energy. Such diets, however, did significantly affect the quality of the diet in terms of mineral and vitamin intakes per 1000 kilocalories. Also, highly significant correlations were found between intake of nutrients during the first and second survey of children studied twice.
APA, Harvard, Vancouver, ISO, and other styles
16

Rollins, Nigel C. "Nutritional disorders and interactions Tanzanian pre-school children." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318953.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Forrester, M. A. "Polyadic language processes and the pre-school child." Thesis, University of Strathclyde, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381491.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Campbell, Joan. "Parent orientated sex education for pre-school children." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52393.

Full text
Abstract:
Thesis (M Social Work)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: The aim of the study was to present guidelines for the composition of a parent orientated sex education programme for pre-school children. An exploratory study was undertaken to describe and investigate the nature and extent of parental sex education to pre-school children. The investigation was done by first exploring existing research literature and describing it. The empirical study was based upon both the literature study and mothers' opinions on sex education. Pre-school children are disproportionately !ll0re likely to be sexually abused with devastating consequences which result in behavioural and emotional problems throughout their lives. The ultimate responsibility of prevention of child sexual abuse should be with the parent. However, two problems persist. Firstly, parents are often the perpetrators and therefore it is not justified to leave the responsibility solely to the parents. Secondly, parents who want to teach their children prevention strategies often lack the skills and knowledge. Therefore, the concept of a prevention structure in which the child can live and find support should be put into practice by the school. Prevention strategies should include sex education, a neutral home environment and a safe environment for disclosure of sexual abuse. This prevention structure should include the teacher, the social worker and the parent. These three components should support each other to implement an atmosphere of prevention and healthy sexual development. Linking and inter-dependence are important because there is always a possibility that one of the participants may be corrupt. Social workers should provide an effective basis for a personal safety programme to parents which should be supported and facilitated by schools. Training parents to become sex educators encourages better parent-child communication, builds the family support network, and has an impact on the ability of the family to deal more positively with sexual concerns. This does not only result in the prevention of sexual abuse but also contributes to the healthy sexual functioning, development and understanding of the sexuality of pre-school children. Through parent orientated sex education, parents can also dispel sexual myths and misinformation that their preschool children gain from peers and other sources. Despite the increasing public awareness devoted to sexual abuse and the advantage of sex education, a formal prevention education structure has not yet been implemented for pre-school children in South Africa. The first objective of this study was to describe and investigate the extent of parental sex education presented to pre-school children. The second objective was to investigate the acceptability of a sex education programme for pre-school children. The third objective was to describe the physical and sexual boundaries existing in the home environments of parents of pre-school children and finally to determine the sexual behaviours of pre-school children, which parents regard as acceptable. The main conclusions, based on the findings of the study, indicated that parents were in favour of sex education for pre-school children and that they require more information which would empower them to sex educate their pre-school children at home. They were also in favour of a classroom-based sex education programme. In conclusion it is recommended that a sex education programme is to be implemented at pre-schools for parents of pre-school children, as well as a classroom based sex education and a personal safety programme for pre-school children.
AFRIKAANSE OPSOMMING: Die doel van die navorsing is om moontlike riglyne vir 'n ouer-georiënteerde seksopvoedingsprogram vir pre-primêre kinders saam te stel. 'n Verkennende studie is onderneem om die omvang en aard van ouer-georiënteerde seksopvoeding vir pre-primêre kinders te ondersoek. Verder is bestaande navorsingsliteratuur bestudeer en beskryf. Die empiriese ondersoek wat daarop volg, is gebaseer op sowel die literatuurstudie as moeders se menings oor seksvoorligting. Pre-primêre kinders het 'n groter kans om seksueel gemolesteer te word wat kan lei tot die ervaring van emosionele- en gedragsprobleme, met vernietigende gevolge vir die res van hul lewens. Die uiteindelike verantwoordelikheid om die kind teen molestering te beskerm, berus by die ouers. Dit skep egter twee probleme. Ten eerste is die ouer dikwels self die oortreder en daarom kan die verantwoordelikheid nie uitsluitlik by die ouer berus nie. Tweedens, is die ouers wat wel seksopvoeding aan hul kinders wil bied, dikwels weens 'n gebrek aan kennis en vaardighede, onbevoeg om dit te doen. Dit is daarom die skool se verantwoordelikheid om 'n voorkomende struktuur te skep waarin die kind kan leef en ondersteuning kan vind. 'n Voorkomende strategie moet seksvoorligting, 'n neutrale leefruimte sowel as 'n veilige omgewing vir die bekendmaking van seksuele molestering insluit. Hierdie voorkomende struktuur moet die onderwyser, die maatskaplike werker en die ouer betrek. Hierdie drie komponente moet mekaar ondersteun om "n atmosfeer van voorkoming en gesonde seksuele ontwikkeling te implimenteer. Aangesien die integriteit van die partye nie gewaarborg kan word nie, is noue skakeling en interafhanklikheid van die drie komponente belangrik. Maatskaplike werkers behoort "n effektiewe persoonlike veiligheidsprogram, wat deur die skool ondersteun en gefasiliteer word, aan die ouers te voorsien. Ouers as seksvoorligters bevorder die kommunikasie tussen ouer en kind, verstewig die ondersteuningsnetwerk van die gesin en ontwikkel die vermoë om seksuele aangeleenthede openlik te hanteer. Gevolglik word seksuele molestering voorkom en gesonde seksuele funksionering bevorder. Die ouer verkry ook insig in die seksuele ontwikkeling van die pre-primêre kind. Deur middel van ouer-georiënteerde seksvoorliging, kan ouers mites en verkeerde inligting, wat dikwels deur die portuurgroep oorgedra word, regstel. Ten spyte van die toenemende mediadekking en bewuswording van die voordeel van seksopvoeding, is daar nog geen formele opvoedkundige voorkomende veiligheidsprogram in Suid-Afrika geïmplementeer nie. Die eerste doelwit van die studie was om die omvang en aard van pre-primêre kinders se seksuele opvoeding te ondersoek. Die tweede doelwit was om ouers se aanvaarding van seksvoorligting van pre-primêre kinders te ondersoek; die derde doelwit was om die fisiese en seksuele grense in die huislike omgewing te ondersoek en laastens, om aanvaarbare seksuele gedrag van pre-primêre kinders te ondersoek. Daar word tot die gevolgtrekking gekom dat ouers wel ten gunste is van ouergeoriënteerde seksvoorligting vir pre-primêre kinders en dat hulle die behoefte het aan leiding om dit te doen. Die ouers is ook ten gunste van die aanbieding van seksvoorligting in die klaskamer. Daar word aanbeveel dat 'n veiligheidsprogram, wat 'n ouer-georiënteerde seksvoorligtingsprogram vir ouers van pre-primêre kinders, sowel as seksvoorligting in die klas behels, in skole geïmplimenteer moet word.
APA, Harvard, Vancouver, ISO, and other styles
19

Hewitt, Bronwyn L. "Parental perceptions of pre-school education in Malaysia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/974.

Full text
Abstract:
Pre-school education in Malaysia has expanded significantly over the past twenty years and is currently the focus of increased attention within the Ministry of Education. This study explores and describes the perceptions of Malaysian parents concerning pre-school education. Guided by Bronfenbrenner's theory of the ecology of human development, the study examines the potential influence of macrosystem elements on the parents' perceptions, as well as the likely impact of such perceptions upon the home- pre-school mesosystem. The research was conducted with a group of 21 parents of children in their final year of preschool education. They were selected from four private pre-schools, employing a range of methodologies, located within a few kilometres of one another in Kuala Lumpur. The parents participated in guided interviews In order to record their perceptions regarding the value or function of pre-school education; the importance of a range of pre-school practices; and the role and nature of the pre-school caregiver. The interview responses underwent computer assisted analysis using the NUD*IST qualitative data analysis software. Findings indicate that Malaysian parents hold both idealised and actualised perceptions of pre-school education. The former relate to the parents' image of childhood and the type of education they would like their child to receive in an ideal world, whilst the later relate to the type of education parents feel their child needs in order to meet the needs of Malaysian society. The study concludes by suggesting that parents' knowledge and perceptions of pre-school education are socially constructed and should be judged for their socio-cultural appropriateness rather than their developmental appropriateness alone. Results suggest that efforts should be directed towards assisting parents to reduce the gap between their idealised and actualised perceptions by establishing closer links between the home and pre-school mesosytems.
APA, Harvard, Vancouver, ISO, and other styles
20

Ewing, Patricia A., and n/a. "Developmental profiles of mucosal immunity in pre-school children." University of Canberra. Human & Biomedical Sciences, 2000. http://erl.canberra.edu.au./public/adt-AUC20060707.154930.

Full text
Abstract:
Previous studies of the ontogeny of the mucosal immune system have shown a significant increase in salivary Immunoglobulin A levels occurring at about five years of age. This study has monitored a group of 3 and 4 year old children during one year of attendance at Pre-School to examine whether such an increase could be linked to increased antigenic exposure associated with moving into a school like environment. Saliva samples were collected at regular intervals and analysed for immunoglobulin and total protein levels. Daily health records were maintained for each child, and a detailed social and medical history was collected for each child at the beginning of the study. The elevated mucosal immune response observed in previous studies involving children in day care centres and attending school was not seen in this study. No significant difference was observed between children who had previously attended Pre-School or child care centres and those who were attending for the first time. However, a marked seasonal increase in mean salivary IgA during the winter months was observed and this increase correlated with an increase in respiratory infections. Hence, in studies of developmental aspects of mucosal immune response it is essential that modifiers such as season and infection be recorded.
APA, Harvard, Vancouver, ISO, and other styles
21

Woolner, Janette. "A behavioural analysis of pre-school children's food preferences." Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252401.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Colver, Allan Froggatt. "Evaluation of the health surveillance of pre-school children." Thesis, University of Newcastle Upon Tyne, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334834.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Carroll, Julia M. "The development of phonological awareness in pre-school children." Thesis, University of York, 2001. http://etheses.whiterose.ac.uk/9761/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Bryce, Carol. "Feeding pre-school children : negotiating good motherhood through food." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/65094/.

Full text
Abstract:
Food retains a central importance in family life, which extends beyond its nutritional necessity. Through in-depth interviews with 39 mothers of pre-school children, this study focuses on how mothers negotiate the complex and competing priorities of feeding their children. Mothers are expected to feed their children, according to expert definitions of appropriate nutrition, whilst taking account of individual food preferences and structural constraints. The ways that feeding children intersects with the construction of ‘good’ mother or how mothers negotiate external information and advice on feeding their children has not been the focus of much research. This research considers these issues at a time when government policy remains focused on health, lifestyles and obesity. This study shows that mothers feel the responsibility of motherhood strongly whilst accepting their accountability. It also shows that feeding children is one of the main concerns of mothers of young children and one that occupies a great deal of time. By talking to mothers of different ages and living in different social circumstances, this study shows that all mothers accept the links between food and health and all take account of these links as they look to their children’s future health. All mothers seek external sources of information and advice but sources differ with mothers’ age and social class. Expertise is found not to be the preserve of those with formal qualifications as mothers talked of how expertise is negotiated. Mothers therefore work hard to negotiate their own versions of good motherhood through their food decision-making. By focusing on the aspects of feeding children that are considered the most important at any given time, mothers are able to negotiate their own sense of good motherhood.
APA, Harvard, Vancouver, ISO, and other styles
25

Story, Irene Novick. "Pre-kindergarten summer school an intervention for kindergarten readiness /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594483041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Moulin, Elizabeth A. "Pre-primary children's progress and the school development plan." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/878.

Full text
Abstract:
In recent years several policy changes have occurred in Western Australia regarding the provision of pre-compulsory education, particularly for children turning five. These changes have led to education of such children centred largely in full-time, on-site classes rather than in sessional, independent community centres, resulting in pre-primary education becoming mainstream school business. As such it is incorporated in the administrative, managerial and educational policies of the school including school development planning. The school development plan (SDP), a major tool of accountability within the school, provides a planning framework in selected priority areas in which methods of assessment and evaluation of children's progress are an important tool in demonstrating that accountability. There is a concern among some pre-primary teachers and Early Childhood Education specialists that these changes may lead to a trend towards practices more indicative of upper primary school levels, known as a 'push down' effect, on pre-primary classes. There is also a concern that an emphasis on assessment and evaluation for accountability purposes may lead to a decline in the use of assessment data in classroom planning. This qualitative study examined how and why teachers in selected Perth metropolitan pre-primary classes gathered and recorded information on children's progress, and how these choices related to the teacher's responsibility as articulated in the school development plan. The study also identified how that information was used both at class and school levels.
APA, Harvard, Vancouver, ISO, and other styles
27

Eriksson, Anette. "BARNS DELAKTIGHET I FÖRSKOLAN – PÅ DE VUXNAS VILLKOR? : Förskollärares uppfattningar om barns delaktighet i förskolans vardag." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-312.

Full text
Abstract:

SAMMANFATTNING

Anette Eriksson

Barns delaktighet i förskolan – är den villkorad av de vuxna?

- Förskollärares uppfattningar om barns delaktighet i förskolans vardag.

Vårterminen 2007 Antal sidor 59

Syftet med denna studie var att undersöka, analysera och beskriva hur förskollärare uppfattar delaktighet i förskolans vardag. En litteratursökning visade att det fanns få studier avseende förskollärares uppfattningar om barns delaktighet i förskolan. Studien är kvalitativ med en innehållsanalys och har en metodtriangulerad design. Studien inleds med en undersökning av en öppen forskningsfråga, vidare har 20 intervjuer genomförts med förskollärare. Resultaten i den öppna frågan visade att förskolepersonal har två perspektiv på barns delaktighet, ett barnperspektiv och ett verksamhetsperspektiv. Resultaten i intervjuerna på visade att förskollärare definierar delaktighet som beslutsprocesser och att vara med att välja och bestämma. Resultaten visar vidare att en djup medvetenhet om vad som främjar barns delaktighet i förskolan finns hos förskollärare, ytterligare visar resultaten att denna medvetenhet inte alltid leder till att delaktigheten för barnen ökas. Resultaten visar att förskollärare även har en kunskap om vad det är som hindrar en ökning av barns delaktighet i förskolan. Dessa hinder består av förskolans struktur och informella strukturer som förskollärarna anser sig styrda av i arbetet i barngrupp och arbetslaget.

Nyckelord: Delaktighet, förskola, förskollärare, förskolebarn, bestämma.


Abstract

Anette Eriksson

Children’s participation in the pre-school –on conditions of the adults?

- Pre-school teachers concepts of children’s participation in pre-schools everyday life.

2007 Pages 22

The purpose of this study was to investigate, analyze and describe pre-school teachers concepts of children’s participation in pre-schools every day life. A literature study showed that there were few studies, in the exiting literature, concerning pre-school teachers conceptions of children’s participation in the pre-school daily life. The study is a qualitative inquiry containing a content analysis and has a methods triangulation design. The initial step of the inquiry was an open research question, furthermore has 20 interviews been conducted with pre-school teachers. The results of the open research question showed that pre-school teachers has two perspectives of how they view children’s participation, one child-perspective and one pre-school activities-perspective. Results from the interviews shows that pre-school teachers define participation as decision-making processes and to have the opportunity to choose as well as a prospect of taking decisions.

The results further shows that pre-school teachers has a deep awareness of what supports participation in pre-schools, further more the results show that this awareness does not always lead to increased participation on the children’s behalf. The results additionally show that pre-school teachers also have an understanding of what prevents participation in the pre-school. The obstacles consist of the pre-school structure and informal structures. Pre-schools teachers consider themselves as being ruled by these obstacles both in the work with the children and in the teacher team.

Keywords: Partcipation, Pre-school, Pre-school teacher, Pre-school children, Decision-making.

APA, Harvard, Vancouver, ISO, and other styles
28

Nilsson, Annmari. ""Matematik är mer än siffror" : Förskollärares syn- och arbetssätt kring matematik i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32673.

Full text
Abstract:
Syftet var att undersöka hur fyra förskollärare uppfattade sitt arbete med matematik i förskolan med fokus på hinder och möjligheter. Syftet var också att undersöka om förskollärarnas syn och arbetssätt skiljde sig åt beroende på i vilken åldergrupp förskolläraren arbetade. Jag valde att intervjua förskollärare eftersom jag tycker att de har en viktig roll i barns tidiga matematiska utveckling. Resultatet visar att förskollärarna anser att matematik är en viktig del i förskolan och att det är viktigt att barn tidigt kommer i kontakt med matematiken samt att matematik är mer än bara plus och minus men även att matematik inte behöver planeras utan finns ofta i alla förekommande moment i förskolans verksamhet. Skillnaderna jag upptäckte bland intervjuerna var att några antydde att det var brist på planeringstid, medan andra tyckte att de gjorde vad de kunde, eftersom matematiken inte så ofta behöver planeras utan finns naturligt i alla förskolans moment.
The aim of this study was to examine how four pre-school teachers apprehended their mathematics work in pre-school with focus on obstacles and possibilities. The aim also was to examine if the pre-school teachers approach and operation methods differed depending on the age-group in which the pre-school teachers worked. I chose to interview pre-school teachers because I believe that they have a significant role in childrens’ early mathematical development. The result shows that pre-school teachers find mathematics to be an important part in pre-school and that mathematics is necessary for children in an early age. The result also shows that mathematics includes so much more than just plus and minus, and that mathematics doesn’t mean extensive planning, instead it can be found in many of the situations that occur in the pre-school area. Disparities that I noticed among the interviews were indications of insufficient planning-time, but some of the interviewed stated that this was not really an issue because mathematics doesn’t mean planning as mentioned before.
APA, Harvard, Vancouver, ISO, and other styles
29

Weld, Blundell Samantha. "How can practitioners develop methods of hearing the voice of pre-verbal, pre-school children with SEND?" Thesis, University of East London, 2017. http://roar.uel.ac.uk/6465/.

Full text
Abstract:
The intent of this research was to add to the existing literature regarding hearing the voices of pre-verbal early years’ children with complex and special educational needs and to inform and contribute to the development of communication and interactive methods for this population. This research will be pertinent to the local and national context and recent legislation that promotes collaboration and participation with children, young people and their families. The exploratory research took a post-positivist pragmatic position, with elements from a transformative paradigm. This stance allowed flexibility in the way reality can be captured from this heterogeneous and potentially vulnerable population. This mixed-methods research study included a collective case study of children, parents and teaching staff sampled from a special educational needs school in the UK. Various data gathering methods such as eye-tracking software, questionnaires and observations were used. The findings imply that each child required individualised communication methods and adaptations were informed through observations and parental and teacher information. The findings also indicated a common thread across the case studies, which placed emphasis on adapting and considering the systems around the child, as well as the individual needs of the child themselves. This research will add to the limited, but growing body of literature exploring the barriers to hearing the voices of pre-verbal early years children with complex and SEND, as well as inform Educational Psychology (EP) practice by demonstrating how the views and opinions of this complex population can be included in the decisions that are made about them.
APA, Harvard, Vancouver, ISO, and other styles
30

Hammarberg, Annie. "Pre-school Teachers’ Perceived Control and Behaviour Problems in Children." Doctoral thesis, Uppsala University, Department of Psychology, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3338.

Full text
Abstract:

In this thesis, pre-school teachers’ perceived control, is examined in relation to problem behaviours of children and the actions of teachers in the classroom. In addition, other factors that are thought to relate to teachers’ perceived control were studied.

The results of Study I indicate that pre-school teachers’ high perceived control was related to high intentions to act in the event of child behaviour problems. Teachers’ high satisfaction with their work was also related to high perceived control. Study II showed that low perceived control was associated with having a high proportion of children with a high level of externalising behaviours and of boys in the classroom. Study III shows that children who had a high level of externalising behaviours at the beginning and throughout the school year had teachers with low perceived control. Teachers’ perceived control was not related to their perception of internalising behaviours in the same way as to externalising behaviours and it was unrelated to a change in any direction of problem behaviours. Concerning changes in problem behaviours, no other factor was found, except a low child to adult ratio for a positive change of internalising behaviours. In Study IV, the aim was to examine naturally occurring child–teacher interactions. Teachers’ responding with commands to children was associated with teachers’ low perceived control, whereas restrictive teacher responses were not related to teachers’ perceived control.

The present study indicates that teachers’ perceptions of children are important for their perceived control. It provides evidence that teachers’ low perceived control is associated with their difficulties in handling externalising behaviours and the behaviour of the boys in the classroom. Responding to problem behaviours can be explained by teachers’ perceived control, and their perception of a child’s sex and externalising behaviours.

APA, Harvard, Vancouver, ISO, and other styles
31

Tyler-Merrick, Gaye. "Adult-child talk in the pre-school setting : a dissertation." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2891.

Full text
Abstract:
The frequency and type of child-adult talk and adult-child talk were observed in ten early childhood centres in the Christchurch metropolitan area. The frequency and type of talk was analysed to see if there were differences in the talk oftrained and untrained teachers. The sample consisted often randomly selected early childhood centres, an equal number of trained and untrained teachers in each centre and four children from each centre. The findings indicate that the children spoke approximately the same number of words to teachers as they did to their peers. The children initiated more talk with peers but they responded more to teachers. The adults, on the other hand, spoke considerably more to children than children spoke to them and the trained teachers talked to the children significantly more than did the untrained teachers. Trained teachers used more positive language and used fewer discouragements than untrained teachers. The observed children also heard less adult talk than they tend to hear in the home.
APA, Harvard, Vancouver, ISO, and other styles
32

Chan, Kwai-mui Carol, and 陳桂梅. "A study on pre-school education policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977261.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Howard, Elizabeth Mary. "A developmental assessment of visual perception for pre-school children." Thesis, University of Nottingham, 1991. http://eprints.nottingham.ac.uk/13253/.

Full text
Abstract:
An assessment of Visual Perceptual skills for children of pre-school age (three to four- and-a-half years) was designed. Twenty-one subtests utilise three-dimensional play material where possible to maintain the interest and involvement of young children. Requirements for comprehension of verbal instructions are minimised, as is the necessity for accurate movement responses, making the assessment suitable for use with children who have delayed development and who may have Special Educational Needs such as physical disabilities, language disorder, or learning difficulties, and with non-English speaking children. Normative data was collected from a preliminary standardisation sample of one hundred children aged from two-and-a-half to four-and-a-half years. The Assessment was also administered to twenty children for whom English was not their mother tongue and forty-five children designated as having Special Educational Needs who suffered from a variety of handicaps. Those children whom their teachers suspected of being perceptually impaired were accurately identified by the Assessment. A small group of Down's Syndrome children were also tested, and most were found not to have a specific impairment in visual perception when this was compared to their general level of cognitive development. Good evidence of test-re-test and inter-rater reliability was demonstrated. Validation as established by correlation with existing measures of visual perception.
APA, Harvard, Vancouver, ISO, and other styles
34

Maya, N. M. "The development of some spatial terms in pre-school children." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375688.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Tonkin, Karen Alison. "Building a schema for health promotion among pre-school children." Thesis, University of Hertfordshire, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440184.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Reduan, Siti Zaliha. "Teachers' perceptions of play in pre-school education in Sarawak." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299338.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

MICARELLO, HILDA APARECIDA LINHARES DA SILVA. "PRE-SCHOOL TEACHERS: WORK, KNOWLEDGE AND IDENTITY PROCESS OF CONSTRUCTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8721@1.

Full text
Abstract:
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Esta tese tem por objeto a docência e os saberes de professores da pré-escola. Propõe-se a compreender como os processos de construção e circulação desses saberes, articulados a aspectos históricos e institucionais, revelam a construção de identidades de professores da educação infantil. Assumindo que o saber docente é sempre um saber para o outro, que se explicita nas relações interpessoais, mediadas pela linguagem, esta tese busca, na voz de professores da pré-escola, os sentidos dessa profissão, que vem se construindo no paradoxo da afirmação e da negação e na tensão entre os discursos que historicamente vêm construindo uma identidade do professor de educação infantil e a percepção desses profissionais sobre sua docência. As análises desenvolvidas neste estudo se apóiam no material empírico produzido ao longo de pesquisa de campo, realizada em três Escolas Municipais de Educação Infantil da rede pública municipal de Juiz de Fora, e na filosofia da linguagem de Mikhail Bakhtin. A partir dessas análises foi possível compreender os saberes dos professores da educação infantil amalgamados a partir de alguns saberes de referência, como o saber brincar, saber narrar e saber acolher. Esses saberes, construídos na vivência do tempo numa dimensão fenomenológica, não encontram espaços para sua afirmação e circulação nos contextos institucionais, marcados pela fragmentação do tempo e das relações interpessoais, o que tem repercussões no modo como esses sujeitos constroem suas identidades profissionais.
The object of this thesis is the teaching skills and knowledge that pre-school teachers have. Its purpose is to understand how the process of construction and circulation of this knowledge, linked to historic and institutional aspects, reveals the construction of the Child Education teacher´s identity. Assuming that the teaching knowledge is always a knowledge towards the other, made explicit in the interpersonal relationships and mediated by language, this thesis seeks to find, under the voice of pre-school teachers, the meaning of this profession which has been and still is built on the paradox of affirmation and denial and on the tension between the discourses which have historically built an identity for the Child Education teacher and the perception of these professionals about their teaching skills. The analyses developed in this study are based on empirical material produced along with field research, in three municipal schools for Child Education, all of them part of the Public School System of Juiz de Fora, and on Mikhail Bakhtin s language theory. From these analyses, it was possible to understand the teaching skills that Child Education teachers have gathered from three reference knowledge facts: knowing how to play, knowing how to share experiences and knowing how to welcome others. These do not find room for affirmation and circulation in institutional contexts, marred by time fragmentation and interpersonal relationships, where teachers act and which are reflected on the way these characters build their professional identity.
APA, Harvard, Vancouver, ISO, and other styles
38

Condry, Gregory D. "Co-ordination, co-operation and control in pre-school services." Thesis, University of Surrey, 1985. http://epubs.surrey.ac.uk/847326/.

Full text
Abstract:
The central issue addressed in this study is that of control over the pre-school field, which is seen as an "arena" between family and state within which competing claims are resolved. An analysis of documents and literature relating to the emergence of a separately defined pre-school period, demonstrates that in Britain pre-school policy has developed in four clearly defined phases. Each shift of the boundary between family and state has been influenced by changes in theories and commonly-held views of the young child in the family. A "biologistic" phase gave way to a period which was influenced by psychoanalytic theory, which in turn was superseded by a developmental phase. In recent years a "new maternalism" has emerged which has influenced policy, stressing co-ordination and co-operation. These two key policies are then examined in a detailed study of the network of 215 workers, in Battersea, involving interviews, questionnaires, observations and the analysis of policy documents. The network acts to co-ordinate services only at a formal level in terms of links between professional pre-school workers. Links with more informal, community-based provision are limited. An analysis of attitudes and practices in relation to co-operation gives support to these observations. Attitudes, in particular "voluntarism" and "professionalism" relate to location within the network. In the light of the nature of the network observed, it is useful to analyse the range of provision in Battersea in terms of a typology, ranging from "closed" forms of provision to more "open" ones. Movements from the former to the latter have been supported by the "new maternalism" but because of the failure to address the issue of control, these moves are seen as an attempt more effectively to police the pre-school.
APA, Harvard, Vancouver, ISO, and other styles
39

Steudte, Bjoern. "Architecture and Human Senses - Pre-School in alexandria Old Town." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/30950.

Full text
Abstract:
Throughout my years of architecture education I have become more and more aware that we are connected with architecture from the very first moments of our life. Architecture, an important part of our environment, affects our experiences, feelings, memories, and ultimately the decisions we make. To exploring the connection between architecture and the human experience was the intention for my thesis. Whether positive or negative, everything created or done by man has an affect on his environment. Some people are more aware of their architectural environment some are less but at the end we all life with it and have at least an unconscious impression of it. Based on these impressions and the consciously experienced details of our environment, of events we have feelings and make judgments and decisions. The nice dinner on a Friday night which makes you feel comfortable and good, it is a result of the whole environment of the place where you have dinner. Not only the room temperature, your company, your table neighbors, the restaurant staff, the expectations of the coming weekend but more important the dimensions of the space that make it feel grand or intimate, the way sound sticks to the walls or bounces off them giving life to the space, or the way a single beam of light can show you the beauty of colors and materials.
Master of Architecture
APA, Harvard, Vancouver, ISO, and other styles
40

Chan, Kwai-mui Carol. "A study on pre-school education policy in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13745001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Davidson, Brad Robert. "Institutions of Higher Education Pre-Service School Health Education Practices." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1261595922.

Full text
Abstract:
Thesis (M.Ed.)--University of Toledo, 2009.
Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Degree in Health Education." "A thesis entitled"--at head of title. Bibliography: leaves 83-93.
APA, Harvard, Vancouver, ISO, and other styles
42

Laird, Madeleine Mackay. "Parental perceptions of a pre-school diagnostic pathway for autism." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/parental-perceptions-of-a-pre-school-diagnostic-pathway-for-autsim(85bcad79-fa33-4b62-95f3-45662cda7021).html.

Full text
Abstract:
There is a recognition that services for people with autism and their families need to improve. Although a number of good practice documents and clinical guidance have been published there is continued concern that services are still not providing optimum support. Despite many of the documents focussing upon the diagnostic procedures there is little information available on the quality of the diagnostic process from the parents’ perspective. This qualitative study aims to explore parents’ perceptions of a diagnostic pathway for pre-school children, with autism, in a Local Authority in the North West of England. It considers the factors which, parents perceive, contribute to the success of the local pathway and aims to identify any areas of unmet need for the parents and their families. It also investigates what, if any, feelings of grief and loss are experienced by the parents when their children are diagnosed with autism. It seeks to determine whether the existing pathway supports parents through feelings of grief and loss which may accompany a diagnosis. An interpretivist paradigm was adopted. Eight semi structured interviews were conducted with an opportunity sample of parents drawn from the Multi Agency Autism Team’s database. The interviews were recorded and transcribed and a thematic analysis was made of the data. Two core themes, Knowledge and Loss, emerged from the data which conceptualised the parent’s perception of the diagnostic process. Both of the themes contained sub themes: Knowledge - acquisition of knowledge: communication of knowledge: and quality of knowledge Loss - feelings of grief and loss: being supported through loss: and loss of normal familyThe results of the research are discussed within the context of the existing literature and illustrated with pertinent quotations made by the parents. The findings are supportive of previous research that the diagnosis of autism is a complex and emotionally challenging experience. The results suggest that communication with professionals, the manner in which the diagnosis is disclosed and the support available to families, are pivotal factors in the local pathway. The personal attributes of the professionals who support families, for example, ability to be flexible and have empathy, were more important to the sample than their knowledge of autism. Parents identified areas of unmet need in the existing pathway including having a clear understanding of the possible outcome of their child’s assessment, being provided with information about autism and access to post diagnostic support. The entire sample reported feelings of grief and loss when their child was diagnosed with autism. Their descriptions of these feelings suggest that they experience an ambiguous loss. The implications of the findings for practice are discussed and areas for future research are suggested in response to the findings.
APA, Harvard, Vancouver, ISO, and other styles
43

Sandford, Heather M. "Integration of children with severe and multiple disabilities into regular pre-school and school settings /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arms2172.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Al-Gharaballi, Amal. "An evaluation of kindergarten curriculum in the State of Kuwait." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294438.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Douglas, Francis. "A study of pre-school education in the Republic of Ireland with particular reference to those pre-schools which are listed by the Irish Pre-School Playgroups Association in Cork city and county1993-06." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:4621.

Full text
Abstract:
This study was undertaken in order to investigate the activities which took place in Irish pre-schools other than those within the formal school system. The principle focus of the research concerned the degree to which the pre-school children were being 'cognitively stretched' by the curriculum in which they were engaged. The social, linguistic, physical and creative development of these children was also considered.An historical review of the theory of play and recent research in this area was undertaken.Twenty-three pre-schools were taken at random from the membership list in Cork city and county of the Irish Pre- School Playgroups Association. One pre-school which was not a member was added. Prior to embarking upon the study, a history of the I.P.P.A. was given.The ethnographic research strategy was found to be the most suitable method of assessing empirically the nature and frequency of play in the pre-school. This study, which took place between 1986 and 1990, was therefore eclectic in nature, employing a multi-faceted approach encompassing a target child observational schedule, interviews, a study of classrooms, a questionnaire and an interaction analysis system.Briefly, the results showed that the 157 children engaged in this study were being cognitively stretched for approximately one quarter of the time if they were in a playgroup and approximately one half of the time if they were in a Montessori setting. Social and linguistic behaviour was limited by the actions of the pre-school leaders and physically or creatively challenging behaviour was rarely observed. The fact that the children played alone for half of the total time spent in the pre-school was most striking.The most important finding to emerge from the study of language in the twenty-four pre-schools was the fact that the children rarely communicated verbally. Dialogue was almost non-existent and children's questions were very sparse. In order to place the above in a National context, a questionnaire was sent in 1990 to a random sample of one hundred I.P.P.A. members in the 26 counties of the Republic of Ireland. Unfortunately, only 39 responded. However, of note was that approximately 25% of playgroup leaders had degrees and four-fifths of them were mothers in their mid-thirties. They strongly disagreed with the teaching of the 3Rs and felt that much more government money should be devoted to playgroups and in-service training for their personnel.
APA, Harvard, Vancouver, ISO, and other styles
46

Faicari, Liliany de Magalhães 1984. "Composição corporal e perfil antropométrico de pré-escolares e escolares de escolas particulares de Campinas/SP = Body composition and anthropometric profile of preschool and school private schools in Campinas / SP." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/310400.

Full text
Abstract:
Orientador: Lilia Freire Rodrigues de Souza Li
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
Made available in DSpace on 2018-08-21T15:52:29Z (GMT). No. of bitstreams: 1 Faicari_LilianydeMagalhaes_M.pdf: 2445419 bytes, checksum: 46e258668e0151bc18d866dba1295cd8 (MD5) Previous issue date: 2012
Resumo: Introdução: O estado nutricional é um reflexo de diversos fatores que vão além da alimentação e exercem certa influência sobre a saúde de uma população. A avaliação antropométrica e de composição corporal de uma criança são importantes indicadores do crescimento progressivo, permitindo identificar precocemente risco de morbidades como desnutrição e obesidade. O objetivo deste estudo foi verificar a composição corporal e o perfil antropométrico de pré-escolares e escolares em escolas particulares em Campinas/SP e verificar se havia diferença destas prevalências entre os dois grupos. Métodos: Trata-se de um estudo do tipo transversal e analítico. Utilizando medidas antropométricas e de composição corporal foi avaliado o estado nutricional em alunos de 2 a 10 anos medindo: peso, estatura, circunferência abdominal e do braço, dobra cutânea triciptal e subescapular. A partir destas variáveis foram calculados z-score de IMC/I, P/I, A/I, e soma das dobras cutâneas. A associação e risco de obesidade e desnutrição entre os grupos estudados (pré-escolar e escolar) utilizando as diferentes variáveis foi analisadas através do Teste de Qui-quadrado e teste exato de Fischer, Odds Ratio e intervalo de confiança. Resultados: Foram avaliados 509 alunos com idade média e desvio padrão respectivamente de 5,54±2,2 anos, sendo 65% pré-escolares. As prevalências de sobrepeso e de obesidade bem como de desnutrição, variaram significativamente entre as avaliações antropométricas. Utilizando o IMC, 29% dos pré-escolares e 45% dos escolares apresentavam sobrepeso ou obesidade, com uma chance maior dos escolares de apresentarem sobrepeso e obesidade (OR 1,98, IC95% 1,33-2,94) enquanto que apenas 1,5% dos pré-escolares e 0,6% dos escolares foram classificados como desnutridos. No grupo pré-escolar 56% apresentavam eutrofia para massa magra pela AMB, e 27% excesso de adiposidade pela AAB. No grupo dos escolares 51% dos estavam com excesso de adiposidade pela AAB, e 46% dentro da normalidade para AMB. Conclusão: Concluímos que pelos índices de IMC para idade houve um risco aumentado de obesidade entre os escolares, ainda mais alto do que estudos referenciados, sugerindo que a prevalência de obesidade encontra-se ainda em xii ascensão em nossa população. Além disso, uma prevalência considerável de excesso de adiposidade foi encontrada em ambos os grupos
Abstract: Introduction: Nutritional status is a reflection of many factors beyond the food intake and exert some influence on the health of a population. Anthropometric and body composition of a child are important indicators of progressive growth, allowing early identification of risk for morbidities such as malnutrition and obesity. The aim of this study was to assess body composition and anthropometric profile of preschool and school children in private schools in Campinas / SP and investigate if there was a difference between the prevalence of these two groups. Methods: This was a cross-sectional analytical study. Using anthropometric measurements and body composition was assessed the nutritional status of students 2-10 years old measuring weight, height, arm and waist circumference, triceps skinfold and subscapular. From these variables were calculated z-score of BMI / A, W / A / I, and sum of skinfolds. The association and risk of obesity and malnutrition among the groups (pre-school and school) using the different variables was analyzed using Chi-square and Fisher's exact test, odds ratio and confidence interval. Results: A total of 509 students with a mean age and standard deviation of 5.54 ± 2.2 years respectively were evaluated, and 65% were preschool children. The prevalence of overweight and obesity and malnutrition, varied significantly between anthropometric assessments. Using the BMI, 29% of preschoolers and 45% of students were overweight or obese, with a lower chance of schoolers being overweight and obesity (OR 1,98, 95% CI 1,33 to 2,94) while only 1.5% of preschool children and 0.6% of students were classified as malnourished. In the preschool group 56% presented eutrophy for lean mass, and 27% excess adiposity by AAB. In the group of the students, 51% were with excess adiposity by AAB, and 46% within normal ranges for AMB. Conclusion: We conclude that using the BMI for age there was an increased risk of obesity among school children, even higher than referenced studies, xiv suggesting that the prevalence of obesity is still on the rise in our population. Furthermore, considerable prevalence of obesity was found in both groups
Mestrado
Saude da Criança e do Adolescente
Mestra em Ciências
APA, Harvard, Vancouver, ISO, and other styles
47

Svensson, Anna. "Matematik i förskolan : Förskollärares förhållningssätt till matematik." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-218452.

Full text
Abstract:
Sammanfattning Studien avser att undersöka vad förskollärare har för förhållningssätt till och hur de arbetar med matematik i förskolan. Studien bygger på intervjuer med sex  förskollärare från tre olika förskolor samt tre observationer på var och en av förskolorna där intervjuerna genomfördes. Det insamlade materialet har analyserats utifrån studiens frågeställningar vilka innefattar vilket värde förskollärare anser att matematiken har i förskolan, hur de synliggör matematiken för barnen i förskolan, hur de ser på sin delaktighet i barnens matematikutveckling samt deras förhållningssätt till hur matematiken i förskolan blir meningsfull för barnen. Studien utgår från ett sociokulturellt perspektiv på lärande, vilket innebär att barn lär sig i samspel med andra barn och vuxna. Resultaten visar att förskollärarnas förhållningssätt till matematik i förskolan är att den är värdefull och bör synliggöras för barnen eftersom matematiken finns överallt i barnens vardag. Matematiken i förskolan innehåller grundläggande matematik som rumsuppfattning, jämförelser och geometriska figurer. Förskollärarna uttrycker att matematikbegrepp behöver uttryckas formellt med sina rätta namn. Under observationerna noterades att förskollärarna medvetet räknar barnen i samlingarna samt att de talar om delar och helheter (en hel, en fjärdedel etcetera), medan de i andra situationer många gånger omedvetet använder läges- och riktningsbeskrivningar samt jämförelseord. Förskollärarna uttrycker att de är delaktiga i barnens matematikutvecklig genom att använda matematikbegrepp i barnens vardag. De anser även att de behöver problematisera matematiken för barnen i enlighet med det sociokulturella perspektivet. För att göra detta menar förskollärarna att de själva som förskollärare först måste upptäcka att matematiken finns överallt och att den är en naturlig del av förskolans verksamhet vilket också tidigare forskning pekar på. För att matematiken ska bli meningsfull för barnen hävdar förskollärarna att matematiken bör konkretiseras och utgå från barnens erfarenheter och intressen samt ske på ett glädjefullt och lekfullt sätt.  Slutsatsen är att förskollärarna vill utnyttja den grundläggande matematiken som uppstår i vardagen och lyfta fram den och göra den synlig för barnen. Det uppfattas dock utifrån observationerna att matematiken som medvetet synliggörs är oftast antalsförståelse i samlingarna medan den grundläggande matematiken som de synliggör för barnen i de övriga situationerna oftast framstår som omedvetna handlingar och uttalanden. I samlingarna uppstår det många tillfällen där förskollärarna kan utveckla barnens grundläggande matematikförståelse vilket i majoriteten av samlingarna inte utnyttjas som den skulle kunna utan fokus läggs istället på att barnen ska lära sig antal.
APA, Harvard, Vancouver, ISO, and other styles
48

El, Hassan Karla. "The development of a school readiness test for use with pre-school children in the Lebanon." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019193/.

Full text
Abstract:
This study aimed at developing a Lebanese preschool instrument, a Lebanese preschool readiness test that can reliably, accurately, and rapidly identify children who are ready for preschool. Collecting norms and establishing the psychometric properties of the instrument was another major function of this study. To fulfil these functions a thorough review of the literature on preschool screening, preschool instruments, preschool child, and early childhood education was presented. In addition, interviews were conducted with a representative sample of preschool teachers and coordinators in Lebanon, and a clear definition of abilities that need to be assessed before admission was reached. Based on this needs assessment, test specifications were laid down, items were constructed, materials prepared, and directions for administration and scoring were written. The initial version of the test was piloted on a sample of 50 Lebanese children of both sexes aged 2.6 to 5.0. Based on the results of the pilot survey, test items were analyzed, and subsequently some items were revised. The final version of the test appeared with 122 items divided into four major scales: Motor, Memory, Concept, and Language. The test was then normed on a sample of 250 Lebanese children aged 2.6 - 5.0 enrolled (or applying) to large institutions repre~entative of preschool population in Beirut and reflecting three socioeconomic levels (i.e. high, middle, and low). Norms were reported in the form of standardized scores and percentiles. T. and F. tests revealed that the subjects' means significantly varied by age, but that no significant sex differences were noted on the major scales (M, Me, L, & C), but that significant socio-economic differences were noted on the Language scale. The reliability of the instrument was assessed by computing its alpha coefficient, and the obtained r (0.90) spoke well for the internal stability of the LPRT. Finally, the criterion validity of the LPRT was established by correlating subjects' scores with end of the year teacher ratings, and with their score on another preschool screening instrument, the DIAL R. In addition, and concurrent with the development of the test, other validity questions (content, construct) were also answered.
APA, Harvard, Vancouver, ISO, and other styles
49

Ring, Kathryn Ann. "Young children drawing at home, pre-school and school : the influence of the socio-cultural context." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/21089/.

Full text
Abstract:
The aim of the research was to explore the impact upon the young child's drawing behaviours of the cultural contexts and the views and beliefs of significant others across both home and preschool school settings. The theoretical framework was informed by four significant areas of recent research. Socio-cultural theory, (Vygotsky, 1962, 1978); Bronfenbrenner's (1979) ecological model of child development; Dyson's (1993a), identification of an important role for drawing as part of a continuum of symbol systems used by young children to communicate their intentions and Kress's (1997) recognition of the young child as a 'multi-modal meaning maker', and drawing as one of the available modes used to make sense of the world. Evidence was collected for one month, at beginning of the school year, about seven children's use of drawing across home, pre-school and school settings over a three-year period. Two key research approaches were used: 1. Booklets of each child's drawings and photographs of the activities and contexts in which they drew them, collected by the significant adults in each setting 2. Semi-structured interviews with significant adults and with the children. Contextual information was gathered via photographs/digital images taken in the home and pre-school school contexts and, during the first phase of the project, observations of the children in their settings. The views of adults and children were triangulated against the evidence of drawings and photographs. In the home context the findings particularly highlighted the impact upon drawing of gendered relationships, mothers' control over children's use of space and materials and the difference in experience for children with older or younger siblings. In Foundation Stage contexts drawing was a particularly meaningful activity for girls whilst boys spent more time in three-dimensional construction activity. In Key Stage One contexts the one art lesson each week was skill based and adult directed The study draws attention to the positioning of drawing, as part of a continuum of interrelated symbol systems, between play and writing. It argues for the recognition for its use by the young child within transformative meaning making and as a tool for thinking to be acknowledged in key policy documentation and through training provision for teachers.
APA, Harvard, Vancouver, ISO, and other styles
50

Chun, Lai-Chun. "Assessment of Pre-university Students' Intercultural Competence in an International School." Thesis, University of Leicester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486646.

Full text
Abstract:
Many educational institutions in Hong Kong are committed to the promotion of students' intercultural understanding, global awareness, respect for different beliefs and cultures, international mindedness, and the nurture of global citizens or inter-culturally competent students. There are a number of research studies on intercultural learning which were conducted in a range ofcontexts with a variety of student groups. Most ofthese studi.es focus on the intercultural learning experience of sojourners (international students) in a host country. Far less is known about the intercultural learning experience ofhosts (native/domestic students). This research study investigates pre-university students' intercultural competence as a possible outcome of an international education in Hong Kong. Students' intercultural competence was assessed based on four interdependent areas of intercultural learning, which included intercultural awareness, intercultural understanding, foreign/second language appreciation and ability, and adaptability. The study uses a multi-method research design based on an application of the social cognitive theory to understand intercultural competence by emphasising the environmental and social context together with personal elements. A combination of quantitative and qualitative methods of data collection was used, namely, student questionnaire, student interviews, teacher questionnaire and documentary analysis. AIl the first year students (131) ofthe international school were invited to participate in the questionnaire and a sample of 10 students participated in the interviews. In addition, 31 students from local secondary schools were invited to participate as the control group. Research findings indicated that students of the international school demonstrated a higher degree of intercultural competence and a higher measure. of self-efficacy than students studying in local schools. Noticeably, findings revealed the importance of a supportive multicultural learning environment and a curriculum committed to the promotion of intercultural understanding for the development of students' intercultural competence. The research further suggested that the experience benefited student sojourners as well as hosis, and girls were found to score slightly higner than boys. Two directions for 'future work are recommended. First, although the student questionnaire was validated 119 participants, further efforts should be made to validate and test the psychometric properties of the leeS with other populations. Second, future research should incorporate other international schools to further investigate the relationships between intercultural competence, self-efficacy, and the environmental context. Keywords: intercultural competence, self-efficacy, international school, pre-university students
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Pre-school' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography