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Dissertations / Theses on the topic 'Preschool staff'
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Predny, Mary Lorraine. "Assessing an Intergenerational Horticulture Therapy Program for Elderly Adults and Preschool Children." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/31717.
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The goal of this research project was to determine if introducing intergenerational interactions would supplement or detract from the use of horticulture as a therapeutic tool when working with elderly adults and preschool children. The program was set up to compare independent group activities with intergenerational activities. A group of elderly adults in the University Adult Day Service and a group of preschool children in the University Child Development Laboratory School took part in both separate age group and intergenerational activities. There were three sessions each week: one for the children's group, a second one for the elderly adults' group, and a third one that combined both groups. The same activity was done during all three sessions each week, with modifications to make the activity appropriate for each age group and to make it more interactive for the intergenerational group. These activities took place in the campus building where the day care centers are located. Four volunteers assisted with the activities. Two worked with the children's group both during separate and intergenerational activities, and two volunteers similarly assisted with the elderly adult group. Video cameras were used to record each session. These videos were viewed and evaluated after the 10-week horticulture therapy program was completed to score attendance and participation during separate age group activities, and attendance, participation, and interaction between the two groups during intergenerational activities. This data was used to determine if introducing intergenerational interactions affected the individual's attendance or participation, and to determine if the interactions between the two groups showed any change over time.
Several variables were shown to affect the outcome of research. The first variable discussed is the effect of the staff, volunteers, or administration on the participants and the activities. Staff and volunteers can greatly affect intergenerational interactions by: 1) failing to encourage participation from participants of all ages, 2) lacking experience or having discomfort in working with special populations, 3) failure to establish adequate communication with the researcher or with each other, or 4) demonstrating a negative attitude towards the project. The second variable in research is the limitation introduced by data analysis using video. While video recording is useful in evaluating data, it can cause problems due to a limited viewing area, limited viewing angles, blocked screens, or unfamiliarity with recording equipment.
Videos were used to assess participation and interaction. Participation scores include three categories: "no participation" for present but inactive participation, and "working with direct assistance" or "independent participation" for active participation. Participation was affected by the horticulture activities' set up, difficulty level, and availability of assistance from volunteers. Children's participation during separate group activities was affected mainly by the difficulty level and set up of activities. Elderly adult's participation during separate age group activities was affected mainly by each individual's abilities and availability of assistance. Children's intergenerational participation scores show an increase in the category of "working with direct assistance", while elderly adults' intergenerational scores show an increase in the categories of "no participation" and "independent participation". In part, the change in intergenerational participation was due to a decrease in the assistance available from volunteers for each individual.
Lastly, the percentage of total interaction time between the generations during activities increased over time. However, the introduction of intergenerational interactions detracted from the use of horticulture as a therapeutic tool for elderly adults and preschool children. It is recommended that intergenerational programming may not be useful to fulfill specific horticulture therapy goals for these groups. At the same time, the intergenerational activities involving horticulture plant-based activities were more successful at increasing interactions than the craft-type activities. Therefore horticulture may be a useful activity for intergenerational programs with a goal of increased interaction and relationship development.Master of Science
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Chika, Satoko. "Nutrition education training needs of early childhood program staff serving 3-5 year-old children." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Fall2009/s_chika_120109.pdf.
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Thesis (M.S. in human nutrition)--Washington State University, December 2009.Title from PDF title page (viewed on Feb. 19, 2010). "Program in Nutrition and Exercise Physiology." Includes bibliographical references (p. 57-66).
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Göransson, Emilia. "Preschool Staff perception of the pedagogical meal : A mixed methods study of the pedagogical work with meals in Swedish preschools from 2005 to 2020." Thesis, Högskolan Kristianstad, Avdelningen för mat- och måltidsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21800.
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Meals in Swedish preschools has undergone change between 2005 and 2020 regarding meals as important pedagogical tools. Due to new guidelines for conducting preschool meals presented by the Swedish Food Agency an increased focus has been placed on pedagogy during the meals to help develop the minds of young children. Previous research has shown that preschool staff had little to no education on food and meal or how to conduct pedagogical meals. To understand how the preschool staff, perceive the pedagogical meal and how it has changed over time, a convergent mixed method with a survey and interviews was used. The results showed that the staff does not have formal education on food, meal and how to conduct pedagogical meals, but instead rely on peer learning. They perceive themselves as role models in forming a positive relationship with the social and nutritional aspects of food and meal. While their job has many positive aspects, they face challenges with stress and increasing child groups. As the role of preschool staff has changed, from making sure children eat, to socially participating in the meal, the guidelines have changed alongside the role.
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Roantree, Anne Elizabeth, and n/a. "Policy changes, the impact on preschool staff and a way forward in the provision of early childhood services : a case study in the ACT." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061107.141351.
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In recent years Australia has seen a national change in policy focus for the
provision of early childhood services. The change has been from delivery of a
discrete education model of sessional preschool to a diverse range of services to
families. This policy focus is reflected in the Australian Capital Territory (ACT).
There has been a move from a discrete preschool provision by the Department of
Education and Training to a more cohesive early childhood approach by
Children's Services Branch within the expanded Department of Education and
Training and Children's, Youth and Family Services Bureau.
The purpose of the study is to investigate reasons for, and nature of, the shift in
policy focus and the impact on preschool staff in the ACT. The review of
literature reveals that implementation of a more cohesive provision of early
childhood services in Australia has not been without difficulties. These difficulties
are investigated.
The research is undertaken at an ACT Government preschool site. At this site
the sessional government preschool and a community long day care centre are
located in a purpose built shared facility. The research traces the values and
practices of preschool staff in the sessional government preschool as they work
in the shared facility in the first year of operation.
Action research is employed in the form of a single case study, and guided by
principles of Problem Based Methodology to clarify the issues involved and
develop strategies to address a positive way forward in the ACT.
The reflective, qualitative research provides the government preschool staff and
the researcher with opportunities to develop and implement strategies to address
difficulties. These difficulties are discussed in the context of the review of
literature.
Drawing on conclusions and recommendations from the case study, the
investigation provides management insight into a way forward for more cohesive
provision of early childhood services in the ACT.
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Butikienė, Vilija. "Ikimokyklinio ugdymo įstaigos pedagoginio personalo atrankos kriterijų tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_182143-34979.
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Ankstyvosios vaikystės amžiaus tarpsnio vaikus ugdo šeima ir ikimokyklinių įstaigų pedagogai, todėl svarbu, kad ikimokyklinio ugdymo įstaigoje dirbtų tinkamiausi šiam darbui pedagogai. Ikimokyklinis ugdymas gali būti analizuojamas ne tik instituciniu, bet ir intrapersonaliniu lygmenimis, todėl vertinant ikimokyklinio ugdymo įstaigos pedagogų atranką, galima teigti, kad pedagoginėje veikloje atsiranda papildoma dedamoji – veiklos priklausomybė nuo darbuotojo pašaukimo profesijai. Profesinio kryptingumo aspektas vertinant ikimokyklinio ugdymo pedagogą ir įtraukiant šį kriterijų į pedagoginio personalo atranką gali būti vertinamas kaip švietimo vadybos naujovė ikimokyklinio ugdymo įstaigoje.
Tyrimo objektas – ikimokyklinio ugdymo įstaigos pedagogų atrankos kriterijai. Tyrimo tikslas – išsiaiškinti pagrindinius ikimokyklinio ugdymo įstaigos pedagoginio personalo atrankos kriterijus, įvertinant formaliuosius kvalifikacinius reikalavimus bei pedagogo profesinį kryptingumą. Uždaviniai: atskleisti ikimokyklinio ugdymo sistemos kaitos bruožus; nustatyti ikimokyklinio ugdymo pedagogo profesinio pašaukimo ir profesionalumo sąsajas; nustatyti ikimokyklinio ugdymo pedagogų profesinį kryptingumo vertinimo kriterijus. Tyrimas atliekamas naudojant šiuos teorinius, empirinius bei statistinius tyrimo metodus: mokslinės literatūros analizė, dokumentų turinio analizė, anketine apklausa, struktūrizuotas interviu, kokybinis vaikų prezentacijų tyrimas, kiekybinė ir kokybinė empirinio tyrimo metu... [toliau žr. visą tekstą]Family and preschool educational institutions’ pedagogical staff are responsible for children education and upbringing in infancy period, in childhood. That is reason for selection of really suitable persons and educators. Preschool education might be analyzed by institutional and intrapersonal level. With evaluation of preschool educational institutions in institutional level originate education activity dependence of avocation. Involvement of singleness of profession aspect to the selection criteria of educators of preschool educational institutions is innovation of education management in the preschool education institution. Object of research is criteria of preschool education institutions educators’ selection. Main goal of research is to clarify main criteria of educators’ selection for the preschool educational institutions, with evaluations of formal requirements for qualification and involvement of singleness of profession aspect. Tasks of research are: to educe the changes of the preschool education system; to stand correlation of preschool educators’ avocation and professionalism; to determinate criteria of preschool education institutions educators’ selection. Methods of research: theoretical (analysis of science literature, content analysis of documents), empirical qualitative and quantity (questioning, structural interviewing, presentations research, statistical qualitative data analysis). In the Final Work there are evaluation of preschool education changes... [to full text]
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Norling, Martina. "Förskolan - en arena för social språkmiljö och språkliga processer." Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27362.
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Title: Preschool – a social language environment and an arena for emergent literacy processes. Author: Martina Norling By focusing on preschool, as an arena for emergent literacy and language learning processes, this thesis put the lens on preschool staff´s approaches and strategies in the social language environment in Swedish preschools. Taking its point of departure in real preschool settings, the overall purpose of this thesis is to develop a greater understanding of this social language environment, with particular emphasis on the quality dimensions of strategies, such as the preschool staff´s sensitivity and approaches in the preschool environment. Two didactic issues are of special importance to the thesis: preschool staff´s descriptions of what kind of strategies and approaches they use in the social language environment as well as how preschool staff support children’s language learning processes in literacy-related activities. The thesis consists of four articles aimed at capturing, variations of dimensions of preschool staff strategies as well as approaches that contribute to highlighting essential strategies for supporting children in the social language environment. The theoretical framework in this thesis consists of social constructivism (Vygotsky, 1997) and bioecological theory (Bronfenbrenner, 2005). The four empirical studies in this thesis have made possible a mixed method design. The data production consists of questionnaires with questions regarding background information of the participants, observation instruments (scoring the quality of the social language environment), focus group interviews, video observations as well as a systematic literature review. In this thesis, three dimensions of preschool staff strategies in social language environment emerged: play strategies, emotional strategies and communicative strategies. The social language environment in Swedish preschool can be described in terms of those three strategy dimensions and continuous interplay processes among children, peers and preschool staff, over time. The quality dimensions of strategies focus, on preschool staff efforts and children’s prerequisites of learning processes, rather than focusing on children’s individual performance. Keywords: Preschool, social constructivism, bioecological theory, preschool staff, emergent literacy, social language environment, language learning processes
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Sundqvist, Pernilla. "Teknik i förskolan är inte något nytt, men idag är vi mera medvetna om vad vi kallar teknik : Personalens beskrivningar av teknik som innehållsområde i förskolan." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31383.
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This study investigates what preschool staff include in the technology subject in preschool education, what content they view as relevant and how the teaching of this content can be organized. This is motivated by the fact that technology as subject have not been clearly defined, leaving the teachers insecure and unconfident about what to teach and how to teach it. In addition, preschool do not have a tradition of addressing teaching and learning the way they are now obliged to do according to the curriculum and many studies have shown subject teaching to be a challenge in preschool. Thus, the preschool staff’s challenge is twofold regarding the teaching of technology. The aim is addressed by a mixed methods design, starting with questionnaires and followed by interviews with preschool staff (daycare attendants and preschool teachers). The questionnaire was completed by 102 preschool staff members and interviews were held with seven of these participants. A key results is that technology in preschool involves building and creating. Emphasized is that children should be offered much and varied materials and that it should be available in the environment and inspire creative activities. Another key result is that every-day use of artifacts is viewed as part of technology education. Children should learn to handle artifacts by using them, e.g. pulling up the zipper to close the jacket or cut with scissors. These are activities preschool have always engaged children in, which the staff now name technology. However, there are variations in the result and there are preschool staff members who express a more conscious teaching where children are able to learn about things like the purpose of technology, what parts an object consist of and how these parts are connected, and about technological systems, e.g. how the water get from the lake to the tap and how it is purified on the way. But there are also examples where technology activities are used as a means for working towards the striving goals of other areas, such as math, science and social behavior. Implications are that preschool staff need to develop their teaching in order to work in accordance with the curriculum. A relevant first step is to strengthen their content competence in technology, but also, they need tools for how to teach subject matter like technology in a practice characterized by children’s own choice and influence.
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Lundgren, Joakim. "Emotional intelligence, need for cognition and cognitive reflective ability related to attitudes towards a further training program among preschool staff." Thesis, Stockholms universitet, Psykologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144138.
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There are currently scarce research regarding further training programs and employees’ attitudes toward them. This present work examined 95 preschool employees from one municipal community in matters of emotional intelligence, need for cognition, and cognitive reflective ability and how these influenced their attitudes toward a further training program called International Child Development Programme, ICDP (study 1). Six participants were also interviewed in regards to more organizational aspects of the ICDP-training and their experiences of the program’s implementation in the actual worksituation (study 2). The results of study 1 showed a positive relationship between emotional intelligence and attitudes toward the program. Study 2 revealed lack of follow-ups and sustainability of the program in the real-life work-situation. Suggestions for countering these flaws as well as a more individually focused approach in embracing, applying and maintaining the teachings of a further training program are discussed.
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Eriksson, Johanna. "Förskolepersonals tankar kring projekt ”Giftfri förskola” : En intervjustudie om positiva och negativa konsekvenser." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68159.
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Syftet med studien var att öka kunskapen om hur förskolepersonal anser att projekt ”Giftfri förskola” har påverkat verksamheten. Sju verksamma inom förskolan i två mindre kommuner intervjuades. Med ett sociokulturellt perspektiv utformades intervjuerna och analyserade att det fanns både positiva och negativa konsekvenser av projektet. De positiva konsekvenserna var ökad medvetenhet, kunskap och kreativitet samt att det bidragit till en tryggare miljö. Den ökade medvetenheten visas vid inköp av nya material då innehållet granskas noga. Den ökade kuskapen har bidragit till ett ökat intresse kring ämnet kemikalier och det anses viktigt att handla giftfritt. Kreativiteten anses fått en större plats i verksamheten då alternativa material fick plockas in för att ersätta det material som slängdes bort. Den största positiva effekten som tolkas utifrån förskolepersonalen är att barnen vistas i en säkrare förskolemiljö då de inte blir utsatta för lika mycket kemikalier som innan projektets start. De negativa konsekvenserna som visas i studiens resultat är dyrare inköp, färre material, felaktig prioritering och osäkerhet. Giftfria material är ofta dyrare i inköp, vilket i sin tur lett till att det finns färre material på förskolorna. Projektets prioritering ifrågasätts av förskolepersonalen då enbart material stått i fokus, men lokalerna inte setts över. Det finns även en viss osäkerhet hos förskolepersonalen kring vilken forskning de ska lyssna på, då det i efterhand kommit ny som visar att kemikalier inte är farliga.
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Olsson, Carolina, and Emelie Strandberg. "Hur begreppet ”enkla kemiska processer” tolkas i förskolan : En intervjustudie med förskollärare och barnskötare." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85123.
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Syftet med denna studie är att bidra med kunskapen om vilken innebörd läroplansbegreppet ”enkla kemiska processer” fått i förskolans naturvetenskapliga undervisning. Empirin samlades in genom kvalitativa semistrukturerade intervjuer av förskolepersonal, fördelat på sex förskollärare och fyra barnskötare. Resultatet visade att förskolepersonalen främst betonade undervisning om kemiska processer i syfte att förbereda barnen för framtida skolgång och ge positiva känslor för ämnet. Förskolepersonalen kopplade begreppet ”enkla kemiska processer” med undervisningsaktiviteter som är associerade med vatten, bakning, bakpulver, färg samt naturen som redskap. Resultatet visade även att kemiundervisning sker både planerat och spontant i verksamheten, samt att förskolepersonalen anser att kemiundervisningen ska genomföras utifrån barnens intresse och nyfikenhet, där det ska ske på ett lustfyllt sätt tillsammans med medforskande pedagoger. En slutsats av studien är att förskolepersonalen har många tankar om vad ”en enkel kemisk process” är och hur det undervisas i förskolan, men att kemiämnet inte prioriteras i den dagliga verksamheten och att anledningen bland annat är att ämnet anses svårt.The purpose of this study was to contribute knowledge about the meaning of the curriculum concept ”simple chemical processes” in preschool science teaching. The data was collected through qualitative semistructured interviews with preschool staff, consisting of six preschool teachers and four childminders. The study showed that the preschool staff mainly emphasized the importance of teaching chemical processes as preparation for the children's future schooling and encouragement of a positive attitude towards the subject chemistry. The preschool staff linked the concept of ”simple chemical processes” with teaching activities involving water, baking powder, baking and paint. They also linked the concept to changes in the natural world. The results also showed that chemistry teaching took place in both a planned and spontaneous way, and that the preschool staff believed that chemistry teaching should be based on the children's interest and curiosity. They believed that it should be undertaken in a fun way together with other involved educators present. One conclusion of the study is that the preschool staff varied in their interpretation of "simple chemical processes" and how they were taught in preschool. Chemistry teaching was not given high priority, according to the preschool staff, one of the reasons being that the subject was considered difficult.
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Borowicz, Veronica, and Amanda Rydh. "När är det dags att anmäla? : En studie om hur förskolepersonalen resonerar och agerar i förhållande till anmälningsplikten när de misstänker att ett barn far illa." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-31537.
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The aim with our study has been to examine how preschool-staffs resonate about the notification requirements according to Chapter 14, section 1, The Social Services Act, when a child fare badly or is suspected to fare badly: first, in relation to the municipality´s policies, but also in relation to the preschool staff´s actions in individual cases. Our study was conducted by qualitative research with semi-structured interviews. Total has two child´s nurses and six preschool-teachers, active within Växjö´s municipality, been interviewed. The result showed that the municipality´s guidelines on the one hand, underpinned by giving a prescribed pattern of behavior for preschool staff on how to act if the suspected that a child to fare badly. On the other hand preschool staff also experienced the guidelines diffuse as there were nothing described of the transition of how much they should document and observe before a notification could be initiated to the headmaster. Noteworthy was that the munici-pality´s guidelines in this case was inconsistent with the provision in Chapter 14, section 1, The Social Service act. A report should be made immediately. In addition, the preschool-staff could not establish a notification, just initiate it to the headmaster, which is also contrary to the statutory provisions. Furthermore the result showed that the preschool-staff experienced more disadvantages than advantages with the duty to report. The results also showed that the preschool staff´s actions were influenced off various circumstances. The behavior before initiating a notification to the headmaster showed to differ in individual cases. This confirms the preschool-staffs personal discretion even though the duty to report prevails.
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Becerra, Lorraine A. "An Evaluation of an Interactive Computerized Training to Teach Instructors How to Respond During an Active Shooter Situation." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7691.
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Active shooter events in the U.S. are occurring more often in commercial environment and schools. In these emergency situations educators must quickly decide to complete actions that will protect themselves and their students. Typically, during these situations, the educator should complete in a run, hide, or fight sequence of behaviors. The educator must also consider challenges for their student’s particular disabilities during these situations. Interactive computerized training (ICT) may be one easy method to teach educators these procedures. The purpose of this study was to explore the effectiveness of interactive computerized training to help educators learn how to respond during two active shooter situations when caring for an individual with autism spectrum disorder. After completing the 90 min interactive computerized training, all educators responded correctly to each type of active shooter situation. These correct responses continued after a 2-week period without practice.
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Andersson, Erica, and Anna Norman. "Samverkan mellan hem och förskola Utifrån mångkulturella verksamheter." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27393.
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Syftet är att undersöka hur personal arbetar med samverkan och hur vårdnadshavare i förskolans verksamhet beskriver samverkan mellan hem och förskola i mångkulturella verksamheter. I förskolans läroplan (Lpfö98/2010) står det att förskolan ska ge vårdnadshavare delaktighet och inflytande i samspel med den individuella familjens behov. Vi har genomfört en kvalitativ undersökning där vi har intervjuat personal och vårdnadshavare vad de tycker är betydelsefullt för en god samverkan. Undersökningen har genomförts med hjälp av medvetna öppna frågor följt av följdfrågor. Resultaten har jämförts mellan personal och vårdnadshavare för att undersöka respektives perspektiv på samverkan. Resultatet av undersökningen visar att majoriteten av personal och vårdnadshavare har en klar bild av vad samverkan är för dem och gav under intervjuerna intressanta förslag på olika samverkansformer. I resultatet framkom det att den övergripande samverkansformen var den dagliga kontakten som verkade vara den mest uppskattade samverkansformen mellan hem och förskola. Undersökningen syftar till att kunna bidra till en praktisk kunskapsproduktion för personer som arbetar och vistas i en mångkulturell verksamhet.The purpose of the study is to investigate how staff works with collaboration and how the caretakers describe the interaction between home and preschool on three multicultural activities. The purpose and research question is to find out how staff and caretakers relate to collaboration work in preschool. According to the revised curriculum (Lpfö98/2010) the pre-school should provide caretakers involvement and influence in interaction with the individual family needs. We have through qualitative interviews asked staff and caretakers what they think is important for a good collaboration. The survey was conducted by means of conscious open-ended questions followed by supplementary questions. The results between staff and caretakers have been compared to take part of both staff and caretakers perspectives on collaboration. The results of the survey show that the majority of staff and caretakers have a clear picture of what collaboration is for them and gave during the interviews interesting proposals on forms of collaboration and what it means for them. The result showed that the overall form of cooperation was the daily contact that proved to be the most valued form of cooperation between home and preschool. Participants in the survey said that the daily contact was the most important because it was seen as a quick and easy way to be able to both give and receive information on the individual child's stay in preschool. The study aims to contribute to a practical knowledge production for people who work and participate in the multicultural activities.
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Sköld, Caroline, and Emma Sundin. ""Hej, är det du som ska vara här idag?" : En kvalitativ intervjustudie om förskolevikariers upplevelser av hur det är att komma in i en redan etablerad arbetsgrupp." Thesis, Karlstads universitet, Institutionen för sociala och psykologiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62667.
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The research field for this study was the working environment in preschools with the purpose of highlighting the substitute teacher’s experiences of how to enter an already established workgroup in pre-school. How do substitute teachers perceive the treatment when being met by ordinary staff? Do they feel that they are included or excluded from the workgroup? In order to answer these questions, qualitative interviews were conducted with six preschool substitute teachers. Hermeneutics is used as a methodological approach to increase the ability of creating a good understanding of the preschool substitute teacher´s experiences. The results showed that substitute teachers generally are well treated by ordinary staff, however there are exceptions. Two key factors for the substitute teachers to experience inclusion are that they have received good information and that the ordinary staff treated them well. The preschool substitute teachers had also experienced exclusion in the form of inadequate information, which in some cases happened due to stigmatization and domination techniques. The conclusion of this study is that the preschool substitute teachers have experienced varied responses as well as they generally received good treatment by the ordinary staff. Two important factors in experiencing inclusion are that they received the necessary information and got the opportunity to be included in conversations with the ordinary staff. Whereas factors for exclusion are inadequate information and that ordinary staff do not show any interest in them.Forskningsfältet för denna studie var arbetsmiljö där syftet är att belysa vikariens upplevelser av hur det är att komma in i en redan etablerad arbetsgrupp inom förskoleverksamhet. Hur upplever vikarier att de bemöts av den ordinarie personalen? Upplever vikarier att de är inkluderade eller exkluderade i arbetsgruppen? För att besvara dessa frågor gjordes kvalitativa intervjuer med sex vikarier. För att skapa god förståelse för vikariers upplevelser används hermeneutiken som metodologisk riktning. Resultatet visade att vikarierna generellt blir bra bemötta av ordinarie personal men att det finns undantag. Två centrala faktorer till att vikarierna upplever inkludering beror på att de får bra information och där personalen är trevlig. Vikarier hade även upplevt exkludering i form av bristfällig information samt i vissa fall på grund av stigmatisering och härskartekniker. Slutsatsen är att vikarier har upplevt varierande bemötanden samt att de generellt blir bra bemötta. Två viktiga faktorer till att de upplever inkludering är att de får ta del av information och blir delaktiga i samtal, faktorer till exkludering är bristfällig information och att ordinarie personal inte visar något intresse för dem.
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Harrysson, Norgell Sara. "Samlingen : En studie om hur personal i barngrupp på förskolan resonerar om samlingen och dess syften." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26338.
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The purpose of this study was to analyse how adults in preschool staff reason about circle time and its purpose as well as children’s participation and planning. The study was conducted as qualitative interviews with four adults in preschool staff. Results from the study show that the planning of the circle time is the responsibility of every adult in preschool staff and demands a grounded and a thoughtful view. The adult in preschool staff also claim that is important to have the children active and included in circle time and that they should be in focus. There are three main reasons why adult in preschool staff decide to have circle time with the children. There are reasons to encourage language, social and emotional development. The literature, however, takes up the collection's purpose is more about providing security, community and school preparation. The biggest reason they also point out the affirmation of the children. Both adult in preschool staff and literature speaks of confirmation and community but the adult in preschool staff does not speak about school preparatory activity that reason that they have set. The study also showed that there are ready-made materials for different kinds of circle time. Children's participation is something that should be the focus of the circle time, but the adult in preschool staff use too often and easy the ready materials instead.
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Sjökvist, Elin. "Att anmäla barn som far illa : En studie om vad förskoleanställda anser påverka dem i beslutsprocessen." Thesis, Uppsala universitet, Sociologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-192393.
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Enligt svensk lag har förskoleanställda en obligatorisk skyldighet att anmäla till socialtjänsten vid misstanke om att ett barn far illa. Trots detta uteblir många anmälningar även när misstanke finns. Syftet med denna studie är främst att undersöka och öka förståelsen för vilka faktorer förskoleanställda själva anser påverka deras beslut att anmäla misstankar om att ett barn far illa. Vidare undersöks hur väl förskoleanställdas tankemönster kring barn som far illa samt deras egen roll i "anmälningsprocessen" överensstämmer med de överlevnadsstrategier som definierats av Dr. Kari Killén. Studien genomfördes genom kvalitativa intervjuer med fyra respondenter som arbetade på samma förskola. Resultaten jämfördes med tidigare forskning kring ämnet och Dr. Killéns psykologiska perspektiv om olika överlevnadsstrategier. Resultatet analyserades och jämfördes även med det sociologiska perspektivet Symbolisk interaktionism. I sitt beslut om huruvida respondenterna anmälde misstanke om att ett barn far illa eller inte ansåg de själva sig påverkas av osäkerhet och rädsla att missta sig, stöd från kollegor och chefer, relationen och lojaliteten hos föräldrarna eller att föräldrarna t.o.m. byter förskola. De ansåg sig även påverkas av personliga erfarenheter (delvis av socialtjänsten), socioekonomisk status samt handlingsplaner. Starka kopplingar till både den tidigare forskningen, Symbolisk interaktionism samt Dr. Killéns överlevnadsstrategier kunde även påvisas.According to Swedish law, pre-school staff has a mandatory duty to notify social services if they suspect that a child is mistreated. Despite this, many fail to report even when suspicions have arisen. The primarily aim of this study is to investigate and gain greater understanding of the factors considered by preschool staff when deciding whether to report suspicions of a child being mistreated. Their own thoughts regarding their tendency to report such suspicions are therefore further investigated. The paper also explores whether the thoughts of preschool staff regarding child abuse and their own role in the reporting process correspond with the survival strategies described by Dr. Kari Killén. The study was conducted through qualitative interviews with four respondents who worked at the same preschool. The results were compared with previous research in the field, the sociological perspective Symbolic interactionism and the psychological perspective of different survival strategies defined by Dr. Killén. 3 When deciding whether to report suspicions of child mistreating the respondents considered themselves to be influenced by insecurity and fear of making mistakes, losing support from colleagues and managers, destroying relationships and loyalty with the parents or even making them change preschool. They also thought they would be affected by personal experiences (partly of social services), socioeconomic status, as well as action plans. A strong connection to the previous research, Symbolic interactionism and Dr. Killéns survival strategies was revealed by the interviews.
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Persson, Blom Jenny. "Förskolechefers följsamhet till arbetsmiljöregler om hygien och smittskydd : En tvärsnittsstudie." Thesis, Högskolan i Skövde, Institutionen för hälsovetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19278.
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Introduktion: Infektioner är vanligt bland barnen i förskolan. Vissa infektioner är av mer allvarlig karaktär, som antibiotikaresistenta bakterier. Det ger konsekvenser för samhället och folkhälsan, men innebär även en arbetsmiljörisk för personal på förskolan.Syfte: Att undersöka hur väl förskolechefer/rektorer följer arbetsmiljölagstiftningens krav på hygien och förebyggande smittskyddsåtgärder.Metod: Kvantitativ studie där en webbenkät skickades ut till 163 förskolechefer/rektorer i kommunala och fristående förskolor i tre olika regioner (Västra Götaland, Stockholm och Västmanland). Svaren analyserades med hjälp av statistikprogrammet SPSS, version 27.Resultat: Svarsfrekvens på webbenkäten var 39,9% (65 svar utav 163 skickade enkäter). Skillnad (p < 0,001) mellan regionerna kunde påvisas beträffande hygienutbildning av personal. Det var att vanligare att personalen fick hygienutbildning inom kommunalaförskolor jämfört med fristående förskolor (p=0,049) och att kommunala förskolor städas dagligen till skillnad mot fristående (p=0,016). Personal som varit yrkesverksamma en längre tid var bättre på att informera vikarier om hygienrutiner (p=0,005), förskolor med fler än 45 barn hade en högre frekvens av daglig städning (p=0,002) och förskolor med 5 eller fler avdelningar var bättre på att ge personal hygienutbildning (p=0,043). Samtliga förskolor svarade att de använder ytdesinfektionsmedel för rengöring av skötbord.Slutsats: Det finns signifikanta skillnader i hur vanligt det är att personalen fick hygienutbildning mellan regionerna och mellan kommunala och fristående förskolor. Det är vanligare med daglig städning av lokaler på kommunala förskolor. Samtliga förskolor använde ytdesinfektionsmedel och engångshandskar vid behov. Vid framtida studier skulle urvalet behöva vara större, framförallt andelen fristående förskolor och ett större deltagande eftersträvas.Introduction: Infections are common among preschool children. Some infectious agents, such as antibiotic-resistant bacteria have consequences for society and public health and pose a risk to the occupational health and safety of preschool staff.Aim: To investigate how well preschool principals comply with occupational health and safety legislation's requirements for preventive measures against risks of infections.Methods: A cross-sectional quantitative study was implemented. This study consisted of a web-based survey, sent via an e-mail link to 163 preschool principals in municipal and private preschools in three different regions of Sweden (Västra Götaland, Stockholm and Västmanland). Data were analyzed using the statistical program SPSS, version 27.Results: Of 163 email surveys sent, 65 responses (39.9%) were received. A difference (p < 0.001) between regions was demonstrated in terms of hygiene training of personnel. It was more common with hygiene training of personnel in municipal preschools (p=0.049) and daily cleaning was more common among municipal preschools (p=0.016). Staff who had worked for a longer time were better at informing substitutes about hygiene practices (p=0.005), preschools with more than 45 children had a higher frequency of daily cleaning(p=0.002) and preschools with 5 or more departments were better at hygiene training of personnel (p=0.043). All preschools used surface disinfectants to clean changing tables.Conclusion: There were differences in the level of hygiene training of personnel between regions and between municipal and private preschools. Daily cleaning among municipal preschools was more common. All preschools use surface disinfectants and disposable gloves when needed. Future surveys should include a larger sample size and focus on higher participation.
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Ericsson, Therese, and Rebecca Wallberg. "En svår nöt att knäcka : Verksamma förskollärares upplevelser om vaken-vilan." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157944.
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Syftet med denna studie är att undersöka förskollärares upplevelser av vaken-vila. Kvalitativaintervjuer med tio förskollärare har genomförts och resultatet har analyserats med IPA. Tvåhuvudteman har framtolkats. Konceptet vaken-vila visar hur förskollärarna uttrycker att vaken-vilaska vara en stund för lugn och återhämtning samtidigt som deras upplevelser skiftar, den upplevs bådesom bra och trevlig men också som svår och stressframkallande. Organisation av vaken-vila handlarom förskollärarnas upplevelser av möjligheter och begränsningar för aktiviteten i relation tillbarngruppsstorlek, personaltäthet, lokal och material. Studiens slutsatser är att vaken-vilan upplevssom en aktivitet med många dimensioner. Strukturella svårigheter såsom brist på personal i relationtill antal barn i förskolan skapar organisatoriska begränsningar för vad aktiviteten vaken-vila kaninnehålla. Detta leder till att några av förskollärarna upplever stress i samband med aktiviteten. Vi kangenom tolkning av vårt resultat se att vaken-vilan verkligen är det vår rubrik påstår: en svår nöt attknäcka.The purpose of this study is to examine preschool teachers experiences of awake-rest. Qualitativeinterviews with ten preschool teachers have been conducted and the results have been analyzed withIPA. Two main themes have been interpreted: The concept of awake-rest and The organization ofawake-rest. Our interviews revealed that the concept of awake-rest is a moment where preschoolteachers wants there to be calm while allowing for mental recovery. But their experiences of awakerestis of different character. Feeling the activity as both good and enjoyable but also as difficult andstress related. The organization of awake-rest regards preschool teachers experiences about therestrains and opportunities of the activity in relation to child group size, number of staff, environmentand materials. The study concludes that the awake-rest is experienced as an activity with manydimensions. Structural difficulties such as lack of staff in relation to the number of children createsorganizational limitations on what the activity awake-rest may contain. This leads to some of thepreschool teachers experiencing stress in connection with the activity. We can, by interpreting ourresults, see that the awake-rest is really what our headline claims: a hard nut to crack.
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Geis, Balagué Maria Àngels. "Elaboració i validació d'un protocol per a l'avaluació de la qualitat educativa dels menjadors de parvulari." Doctoral thesis, Universitat Ramon Llull, 2014. http://hdl.handle.net/10803/133009.
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La tesi que presentem vol donar resposta a la necessitat que tenen els infants de parvulari (de 3 a 6 anys) que totes les situacions i moments que passen a l’escola esdevinguin educatius. Constatem que a Catalunya el nombre d’alumnes de parvulari que fan ús del servei de menjador és significatiu, i també que la legislació que regula aquest servei no incideix en els aspectes educatius. Malgrat que s’han fet molts esforços per millorar els aspectes nutritius dels menús escolars i oferir models d’alimentació saludables, no trobem estudis que tinguin com a objectiu potenciar la qualitat educativa del servei. Hem definit i concretat aquesta qualitat educativa en tres categories: les relacions (entre infants, i entre infants i monitors), les possibilitats d’autonomia dels infants, i finalment els espais on dinen i els materials que fan servir. Així mateix, en un model educatiu com l’actual, en el qual les estones del menjador estan van a càrrec de personal o d’empreses que no formen part de l’equip educatiu de l’escola, hem detectat la necessitat d’elaborar i validar un protocol que possibiliti l’avaluació de la qualitat educativa del moment dels àpats i que pugui esdevenir una eina formativa per als usuaris. El protocol elaborat inclou diferents instruments (qüestionaris, pauta d’observació i anàlisi de documents) que permeten obtenir la informació necessària per conèixer el funcionament del menjador, a partir de la qual cada equip podrà endegar processos de reflexió. Podem concretar el resultat de la recerca en l’aportació d’un protocol inèdit per avaluar la qualitat educativa del menjador de parvulari. A més, com a resultat de la triangulació de dades, incloem algunes valoracions que posen de manifest la necessitat de regular el servei (formació dels monitors, ràtios) i d’incloure en els documents de gestió de les escoles i menjadors escolars els aspectes, criteris i accions que fan possible que el menjador de parvulari funcioni amb la qualitat educativa que cal per als infants de 3 a 6 anys.La tesis que presentamos quiere dar respuesta a la necesidad que tienen los niños de parvulario (de 3 a 6 años) de que todas las situaciones y momentos que pasan en la escuela sean educativos. Constatamos que en Cataluña el número de alumnos de parvulario que hacen uso del servicio de comedor es significativo, y también que la legislación que regula dicho servicio no incide en los aspectos educativos. Aunque se han llevado a cabo esfuerzos para mejorar los aspectos nutricionales de los menús escolares o para ofrecer modelos de alimentación saludables, no encontramos estudios que tengan como objetivo potenciar la calidad educativa del servicio. Hemos definido y concretado esta calidad educativa en tres categorías: las relaciones (entre niños, y entre niños y monitores), las posibilidades de autonomía de los niños, y finalmente los espacios donde comen y los materiales que utilizan. Asimismo, en un modelo educativo como el actual, en el que el servicio del comedor corre a cargo de personal o de empresas que no forman parte del equipo educativo de la escuela, hemos detectado la necesidad de elaborar y validar un protocolo que posibilite la evaluación de la calidad educativa del momento del comedor y que, a su vez, ejerza una función formativa en los usuarios. El protocolo elaborado incluye diferentes instrumentos (cuestionarios, pauta de observación y análisis de documentos) que permiten obtener la información necesaria para conocer el funcionamiento del comedor, a partir de la cual cada equipo podrá iniciar procesos de reflexión. Podemos concretar el resultado de la investigación en la aportación de un protocolo inédito para evaluar la calidad educativa del comedor de parvulario. Además, como resultado de la triangulación de datos, incluimos algunas valoraciones que ponen de manifiesto la necesidad de regular el servicio (formación de monitores, ratios) y de incluir en los documentos de gestión de las escuelas y comedores escolares los aspectos, criterios y acciones que hacen posible que el comedor de parvulario funcione con la calidad educativa que precisan los niños de 3 a 6 años.
Each moment and situation experienced by a pupil aged 3-6 in a preschool institution should be educational in nature. The focus of this dissertation is how to achieve that goal in preschool dining facilities. We first show that the number of preschool pupils making use of an institutional dining service in Catalonia is significant, and that the legislation regulating this service does not have an impact on the educational aspects of the dining facilities. Although several recent efforts have been made to improve the nutritional aspects of school menus and offer models of healthy diet, there seem to be no studies aiming to strengthen the educational quality of the dining service. We define this educational quality as consisting of three elements: personal relations (among children, and between children and dining area supervisory staff), the children’s opportunities for self-sufficiency in the dining area, and the dining spaces and furnishings. Likewise, within the current educational framework, in which dining service and supervisory staff are generally outsourced, we note the need to develop and validate a protocol which will permit the assessment of the educational quality of the children’s mealtime experience and thus become an educational tool for its users. A proposal for such a protocol is then offered, including the various tools, such as questionnaires, observation guidelines and document analysis, by which can be obtained the information necessary to analyse the functioning of the dining service and facilities. This analysis can then serve as the basis for reflection on the part of the dining service team. Finally, data triangulation reveals the need to regulate elements of the dining service (such as staff training and ratios) and incorporate into institutional and preschool dining room procedures guidelines to ensure the educational quality required for 3-to-6 year old children.
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Madsén, Annie. "Parallella världar : Pedagog i en segregerad förort." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-18035.
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In my essay, I write about the work at a pre-school in a segregated suburb. I begin my essay with examples from my workday. In one case, it is about Sara, playing games where other children are excluded and she also exhibits a power game towards me. In the second example, it is about how a group of children conspire and expose both themselves and others for destructive conspiracy patterns. When I write down what happens in the group of children at my pre-school, I see patterns reminiscent of destructive gangs. I reflect about whether I am witnessing that my preschooler is in the preliminary stage of youth gangs with destructive patterns. The purpose of my essay is that for my own sake, and from a social perspective to provides deeper understanding of the causes that can generate power game and conspiracy patterns in children in segregated neighborhoods. I also describe how it can be to work in a kindergarten in a segregated suburb. M y questions are what happen to children when norms in the home are in conflict with the norms of the preschool. The norms in the homes may also be an illegal act in Sweden, when punishment and spanking occurs. Children may be in a conflict of loyalties when they know that parents may not spank their children in Sweden, but still do it. I examine whether there may be negative factors in the family's integration that allows contexts do not meet in a positive direction, and therefore can cause cultural clashes. I start from my own experiences as child-minder in the suburbs during twenty five years. I do this by writing the essay, I reflect on my own thoughts, but also through reflective conversations with others. To obtain scientific perspective on my research, I have chosen as the starting point to the support of other studies in ethnological and sociological aspects. I have come to the conclusion that there may be several reasons for pre-school children of my workplace to act as they do. One reason that I think is important is that families in my pre-school are segregated in the segregation, their meetings consisting mostly of their own countrymen and relatives. The majority of parents have no work and their contact with the Swedish society is done by the authorities and at the pre-school. I have met families where parents have lived in Sweden for twenty years, but still have limited language in Swedish. I have also seen that there is an aversion to the "Swedish" and that there is a conscious choice to refrain from it.
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Gindi, Shahar. "How preschool autism programs work : parent and staff perceptions." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94554&T=F.
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"Staff Coaching and Adapting Preschool Curriculum for Students with Complex Communication Needs." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.63051.
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abstract: The purpose of this action research study is to examine the effect of an innovation that includes staff coaching, curriculum adaptation, and researcher reflection on increasing staff effectiveness in supporting students with complex communication needs. This study included four participants (two special educators and two speech-language pathologists (SLPs) working in Preschool Special Education (PSE) classrooms within a public school district. The study was conducted while navigating a global pandemic and emergency remote learning. Through the use of curricular noticing and an approach inspired by a Technological Pedagogical and Content Knowledge Framework (TPACK) framework, an innovation of a staff coaching model combined with adapted curriculum resources was designed to support staff members using the Big Day for PreK curriculum. Analysis of the data indicates that supporting staff through staff coaching and adapted curriculum materials increased their use and own adaptation of the curriculum. In addition, providing a staff coach with the opportunity to document and reflect on experiences can increase the use of curricula and coaching effectiveness.Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2020
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HSIEH, SU-PING, and 謝舒屏. "A Case Study of Preschool Teaching Service Staff and Parents Attitude toward Inclusive Education Practice." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/79528330427211920467.
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碩士國立屏東大學
幼兒教育學系碩士班
105
Purpose of this study was to understand the preschool teaching service staff attitude to inclusive education practice, parents attitude toward inclusive education practice, and maintenance preschool teaching service staff and parents attitude to inclusive education attitude associated. The research adopt case study method, select a primary school for preschool teaching service staff and parents as the research object, use interviews、reflection log as a source for research, through data analysis, to understand the preschool teaching service staff attitude to inclusive education practice, parents attitude toward inclusive education practice, and maintenance preschool teaching service staff and parents attitude to inclusive education attitude associated. The conclusions this study are as follows： 1.Teaching staff service personnel inclusive assume is good pleasure, teachers for teaching seniority and experience different attitude to inclusive education differences. 2.Parents attitude toward inclusive education practice for positive support. 3. Preschool teaching service staff and parents attitude to inclusive education attitude associated. The research suggests that： 1.Encourage teachers' active participation in special education study to improve special education knowledge. 2.The use of parents meeting and sports meet for special-education propaganda for parents.
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YEH, CHUAN-HUI, and 葉權慧. "A Study on the Intentions of Preschool Educator Staff to Implement the Policy of the After School Program -Taking the Public Elementary Preschool in Taipei City as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/u97aj9.
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碩士中華大學
行政管理學系
106
The purpose of this study is to find out the intention of the preschool educators of the public elementary preschool in Taipei City to enforce the policy of keeping the after school program, and to discuss the factors related to implementation intention of the preschool educators from the perspective of the executive staffs. Analyzing the intention of preschool educators to implement the policy of after school program with personal background varieties and the status of executing. Finally, based on the conclusions of the study, concrete suggestions are put forward for the reference of key education authorities and kindergartens and future related research. This study used a questionnaires and conducted the survey on the preschool educator of the public elementary preschool in Taipei City.A total of 500 questionnaire copies were distributed and 461 copies were collected and 452 copies were valid with a return rate of 92.2% and ausable rate of 90.4%. These questionnaire responses were analyzed in their average,standard deviation,t-test,analysis of variance,Pearson correlation,and multiple regression analysis. Based on the results of the reserch,the conclusions of this study are as follows: 1.The preschool educators have low willingness to implement retention in the after school program. 2.As the preschool educators assessing the after-school program, the objectives and concepts of the policy are recognized, the implementation of the policy is less recognized. 3.The difficulties and restrictions on implementing after-school program for the preschool educators can be discussed in four aspects: schools, teachers, parents, and children. 4.The factors that affect the intention of the preschool educator to carry out after-school program stay are the problems of long working hours, family factors, heavy workload, stress with classes, overdue problems of parents, unsuitable starting and ending time of after-school program, and the hourly rate of pay for the program.
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"Examining the Effectiveness of the ARC Training Framework in the Head Start Trauma Smart Program: Preschool Staff Satisfaction, Knowledge, and Attitudes." Tulane University, 2020.
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archives@tulane.eduExposure to adverse childhood experiences has been shown to have detrimental effects on the physical, social, and psychological well-being of young children. Young children living in low-income communities are particularly vulnerable. Therefore, it is imperative that programs are available to prevent or intervene upon the effects of trauma exposure for this population. Head Start Trauma Smart (HSTS) is one prevention and early intervention program designed to support preschool children at risk of trauma exposure within a response-to-intervention multi-tiered framework. A key element of the HSTS program is staff training. HSTS has demonstrated success as an effective trauma- informed model when tested under controlled conditions. The current study was the first to evaluate HSTS in its dissemination phase across 42 preschools and Head Starts. The effectiveness of HSTS was evaluated by examining staff satisfaction with the training, post-training knowledge about trauma-informed care, and pre-to-post-training changes in attitudes favorable to trauma-informed care within a sample of 2,418 preschool teachers and staff who participated in HSTS training. Results found that school staff were highly satisfied with the training, demonstrated competence in core concepts related to trauma- informed care, and developed more favorable attitudes toward TIC following participation. The findings support HSTS as an effective intervention when implemented in low-income preschools in the context of dissemination.
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Andrew Orapallo
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Shih, Hui-Ming, and 施慧敏. "New Taipei City Preschool Inclusive Education Classes for Staff in the Field of Health and Body Movement. Discussion of Implementation and Professional Development Requirements." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/03473754013558390928.
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碩士國立屏東大學
體育學系碩士班
105
The aim of this study is to understand the teaching practices in New Taipei City’s pre-school inclusive education classes in the field of physical movement and health, and to explore the different background variables and relevant circumstances in professional development requirements for these staff. This research is based on information gathered from a questionnaire on "The status of teaching practices in the field of body movements and professional development requirements”. The questionnaires for the study were issued to, and completed by, staff from New Taipei City’s public kindergarten inclusive education classes. To facilitate sampling a total of 350 questionnaires were issued, with 332 valid questionnaires being returned using a convenience sampling method. The data consisted of independent sample t tests, single factor analysis of variance, Pearson product-difference correlation and multiple regression statistical analysis. Significant level within this study way set at α = .05. The conclusions arrived at were: • The samples for unmarried teachers had an average factor scores that was significantly higher than those for married teachers. • Responders under 25 years of age differed significantly on the impact of the teaching. • The number of years of teaching experience also produced significant differences in the requirements for professional development. • Those with less than one’s experience in teaching children with special needs also generated a significantly different result in the teaching of the principles of assessment and in the demand for curricular activities. • The current status of inclusive education classes staff, administrative and related resources and facets of professional growth patterns each produced significant differences. The average score on the status of higher education and the professional development requirements of the average score will continue to increase. • The positive factors are due to teaching principles, the principles of assessment, and professional development requirements.
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Fišnarová, Monika. "Prevence rizika v oblasti výběru pedagogických pracovníků v MŠ." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-340979.
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Human factor creates the greatest risk when working with people. Above all, to give a good example for future generations, it is necessary to select preschool teachers carefully. However, the role teachers play is not only to present a good example for children but to be also a colleague and team worker. Pre-school teachers are required to possess professional and personality competences. Therefore the process of recruitment and selection of teaching staff (followed by their adaptation in preschools) is one of the most important and difficult things in personnel management. Key staff, mangers and personnel officers are in charge of this process. It is highly important to be able to identify, evaluate and eliminate possible risks in the course of all recruitment process. To eliminate such risks is fundamental not only for key staff in education system. The aim of the paper is to define particular measures of prevention arising form identification and evaluation of possible risks during recruitment and selection of teaching staff school education, taking into account their future incorporation into the process of education. This papers reviews ways, procedures and experience of key staff in pre-schools creating background for successful recruitment and selection of useful team members. KEY WORDS:...
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Shieh, Show-Ing, and 謝琇英. "The Effects of the Health Educational Intervention on Infectious Disease Prevention for Preschool Staffs." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/85198388131984973786.
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博士國立臺灣師範大學
衛生教育學系
95
The objective of this study was to explore the effects of health educational intervention on infectious disease prevention for the cognition, attitude, and behavior of preschool staff. A quasi-experimental design including the pre-test, post-test, and post post-test for both groups was performed. Purposeful sampling was employed from the local fulltime preschool staff in the Kaohsiung area. A total of the 70 subjects were recruited, and then divided into the two groups, experimental and control, with 37 and 33 subjects respectively. Both the experimental and control groups took the pre-test in order to set a baseline. However, only the experimental group obtained the health educational intervention of the infectious disease prevention for two hours by three times. In order to evaluate the instant influence of the educational intervention, both groups took the post-test immediately after the intervention. Four weeks after the educational intervention, both groups took the post post-test to follow up on the delayed effect of the education. Finally, data collected from this study were analyzed using various statistical methods, such as the descriptive statistics, analysis of covariance (ANCOVA), and repeat measure ANCOVA. The findings of this study indicate that the cognition and behavior towards to the infectious disease prevention for preschool staffs were effectively improved by the health educational intervention. However, the attitude of the infectious disease prevention for preschool staffs was less improved. As for the teaching activity, on the whole, the subjects returned with a positive response. More than 80% of subjects agreed that curriculum planning was helpful in their learning to become a better preschool staff. Furthermore, the instructor’s teaching ability was positively support by more than 90% of the subjects. Based on the above findings, the application and the future research of the infectious disease prevention curriculum for preschool staff are recommended.
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Bravencová, Jana. "Zoorehabilitace v pedagogické praxi." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-322418.
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This thesis deals with breeding and visiting programs with animals (options, reasons, positives and negatives, evaluation of parents and staff) in kindergartens in the two most populous regions in the Czech Republic. Further it provides an in depth analysis of influence of selected invertebrate animals on preschool children in two specified kindergartens and looks into parent's attitudes and evaluation of animal breeding in the chosen classes. It is a combinated empirical applied research whose methods are directly participated unstructured observation of individuals or groups, video recording, explorative method - questionnaire (for the children's parents in the class and for the kindergartens) and analysis of qualitative data from the questionnaires and evaluation of the results. The thesis is divided into three parts according to the target group on which the research is focused. Both the results and the specified literature confirm the importance of continuous presense of animals in the proximity of preschool aged children in several areas of their personality development (emotions, environmental feelings, communication, motivation, responsibility, thoughtfulness, concentration, attention, senses, interest, calming down, cognition - the cycle of life and animal characteristics). Staff and...
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Fan, Yu-Wen, and 范鈺雯. "A study on the perceived organizational climate and job satisfaction of staff in preschools affiliated to elementary schools in New Taipei City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/253jaf.
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碩士淡江大學
教育政策與領導研究所碩士在職專班
106
This study mainly aims, via adopting the methods of questionnaire survey and literature review, to explore the relationship between perceived organizational climate and job satisfaction of staff (including teachers and educare givers, etc., or officially-called preschool educator) in preschools affiliated to elementary schools in New Taipei City. The main purposes of this study include: 1.To understand the perceived organizational climate of staff in preschools affiliated to elementary schools in New Taipei City. 2.To clarify the job satisfaction of staff in preschools affiliated to elementary schools in New Taipei City. 3. To analyze the relationship between the perceived organizational climate and job satisfaction of the staff in preschools. 4.To explore the differences in the perceived organizational climate and organizational climate of the staff with different backgrounds in preschools. 5.To propose suggestions, based on the research findings, useful for the future reform of related policies. The study was conducted by means of a self-designed questionnaire. Via the stratified random sampling, staff in preschools affiliated to elementary schools in New Taipei City were chosen as samples of this study. A total of 158 questionnaires were sent, 151 valid questionnaires were collected and analyzed, and the valid response rate was 95.56%. The conclusions of this study can be summarized as follows: 1.The perceived organizational climate by the staff in preschools was highly positive, while the perceived organizational climate in the dimension of “principle’s directing behavior” received the highest remarks. 2.The job satisfaction of staff in preschools was highly positive, while the job satisfaction of staff in the dimension of ‘human relations’ is the highest. 3. On the whole, the perceived organizational climate of staff in preschools varied significantly with their gender, age, educational qualifications, and the size of the preschools. 4. On the whole, there were no significant differences in the perceived organizational climate of staff in terms with the location of regions, total years of services, and their current administrative work. 5. On the whole, the job satisfaction of staff varied significantly with their gender, age, and the size of the nursery schools. 6. On the whole, no significant differences were found in the perceived organizational climate of staff with different educational qualifications, school location, total years of services, and their current administrative work. 7.On the whole, there was a highly positive correlation between the perceived organizational climate and job satisfaction of the staff in preschools. 8. There were positive correlation between the perceived organizational climate and job satisfaction of staff in terms of each dimension, respectively.
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Lin, Kuo-Ning, and 林國甯. "The study of the behavioral intention of enterovirus notification: a case study of child care workers and educational staffs at private preschool hospital in Taipei and Miaoli County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/93t8pr.
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碩士國立臺灣師範大學
健康促進與衛生教育學系在職進修碩士班
97
Abstract The purposes of this study were predict and explain the child care workers and educational staff’s intention of enterovirus notification at private preschool. The Theory of Planned Behavior provided the framework for the study (Ajzen, 1985). The 501 employees were purposed samples from Taipei and Miaoli County on March of 2009. Two research tools were applied the open-ended elicitation and the structured questionnaire. The collected data was analyzed by Pearson product-moment correlation, one-way ANOVA, multiple regression and MANOVA（Hotelling’s T2）. There are five major findings as the following: 1. Around 86.2% of respondents showed the positive behavioral intention to enterovirus notification. 2. The attitude and subjective norm explained 25.3% of variance of intention for enterovirus notification; the perceived behavior control added 9.2% explanation power. Thus, the explanation power of these three variables accounted for 34.5%. 3. The attitude of respondents was moderately positive related to the product of behavioral beliefs multiplied by evaluations of outcomes. The subiective norm of respondent was highly positive related to the product of normative beliefs multiplied by motivations to comply. The perceived behavior control of respondent was somewhat-low related to the control beliefs multiplied by power. 4. The behavior beliefs, outcome evaluation, normative beliefs, motivation to comply and power of respondent were positive related to behavioral intention. 5.The result of the study may offer relevant units references to enterovirus infection prevention and to form the policy. Key words：private preschool, enterovirus notification, Theory of planned behavior.