Suchergebnisse

Viele Eltern und Lehrer finden das deutsche Bildungssystem kompliziert und unübersichtlich. Jedes Bundesland hat eigene Schulen, eigene Lehrpläne. Der Föderalismus ist nicht sehr populär. Doch die Kulturhoheit hat in Deutschland eine lange Tradition. Und würde eine stärkere Zentralisierung die Kindergärten, Schulen und Universitäten wirklich besser machen?

Universal pre-kindergarten (UPK) is a popular reform in West Virginia, offering part-time readiness-oriented instruction for four-year-olds and some three-year-olds with special needs. The reform joins public school sites and community partners (private preschool and/or Head Start resources) in the goal of pre-kindergarten for all eligible children, and has targeted the struggling lower-middle class. UPK may position parents between choices and rights by providing discrepant public and private choices for families who do not qualify for the Head Start strand while naming access "universal". In this case study, I examine the context of access in relation to the discourses and politics of neoliberal globalism. Neoliberal globalism has shaped West Virginia's UPK policy towards producing particular childhoods and roles for teachers and parents in service to the economic growth of the state. Specifically, I analyze the role of social class dynamics among lower-middle class parents who sought readiness opportunities in one UPK community. The results indicate that Bourdieu's theory of social reproduction is relevant. Lower-middle class parents were active and instrumental choosers within the hybrid market system. Given two groups of lower-middle class participants (RMC-recent members of the lower-middle class descended from the middle class and HMC-historical members of the lower-middle class), RMC advantageously engaged resources traditionally designated for poor and working class families while HMC used social networks built locally over time to support their choice-making. In order to re-think West Virginia UPK's position towards cultural pluralism and social justice, I suggest several possibilities in the areas of policy, community deliberation, and educational practice. ; el pre-kindergarten universal (UPK) es una reforma popular en Virginia Occidental, que ofrece un instrucción de tiempo parcial, orientada a la preparación escolar para niños de cuatro años y algunos de tres años con necesidades especiales. Esta reforma coloca a los padres entre el mercados y el derechos al ofrecer opciones públicas y privadas discrepantes para las familias que no califican para el programa de Head Start, mientras que nombrar este acceso de "universal". En este trabajo, se examina el contexto del acceso en relación a las influencias neoliberales globales, analizando específicamente el papel de la dinámica de clase social de los padres que buscan oportunidades de preparación. Los resultados indican procesos de clase complejos entre los recién llegados a la clase media-baja y las familias que ya tienen esa experiencia de clase. Este artículo contribuye con información actualizada a la comprensión de la movilidad cultural y la reproducción. ; O prekindergarten Universal (UPK) é uma reforma popular em West Virginia, que oferece educação em tempo parcial, visando a preparação para a escola para crianças de quatro anos e algumas de três anos com necessidades especiais. Essa reforma coloca os pais entre os mercados e os direitos para fornecer opções públicas e privadas para as famílias que não se qualificam para o programa Head Start, enquanto mantem o nome de acesso "universal". Neste artigo, vamos examinar o contexto do acesso em relação a influências neoliberais globais, analisando especificamente o papel das dinâmicas de classe social dos pais que procuram oportunidades de formação. Os resultados indicam processos de classe complexas entre às famílias recém-chegados a classe média baixa e as famílias que já têm a experiência de classe . Este trabalho contribui com informações atualizadas para o entendimento da mobilidade cultural e reprodução.

Intro -- CONTENTS -- INTRODUCTION -- THE PRESCHOOL TEACHER: AN IMPORTANT FACTOR IN PROMOTING CHILD DEVELOPMENT -- MODELS FOR PROFESSIONAL DEVELOPMENT OF TEACHERS -- PROFESSIONAL DEVELOPMENT OF EARLY CHILDHOOD EDUCATION TEACHERS -- COOPERATION WITH PARENTS IN THE SWEDISH, FINNISH AND SLOVENIAN KINDERGARTEN CURRICULUM -- FROM POSITIVE RECOGNITION TOWARD JUSTICE IN A PARTICIPATORY PEDAGOGICAL APPROACH -- REALIZATION OF CHILDRENS PARTICIPATION AT MEALS IN KINDERGARTEN -- EARLY CHILDHOOD CARE AND EDUCATION AND THE IMPORTANCE OF TEACHERS' RESILIENCE FROM VIEWPOINT OF INCLUSION -- EDUCATION OF IMMIGRANT CHILDREN IN SLOVENIA: WHO ARE COMPETENT ECE TEACHERS? -- RECOGNIZING MUSICAL LITERACY IN PRESCHOOL CHILDREN ON THE EXAMPLE OF VISUAL ARTISTIC EXPRESSION OF MUSICAL EXPERIENCES -- PRELIMINARY VALIDATION OF THE SLOVENIAN VERSION OFTHE CHILD AND ADOLESCENT MINDFULNESS MEASURE (CAMM) -- Index.

This research is a type of qualitative case study. The subjects in this study were teachers, teacher colleagues, and ABA Karangkajen Kindergarten principals in Yogyakarta. The technique of collecting data uses observation, interviews and documentation. While the instruments used are guidelines for observation, interviews and documentation. Data analysis techniques are data reduction, data display and conclusion drawing / verification. Motivation of teachers in implementing the 2013 curriculum at the ABA Karangkajen Kindergarten in Yogyakarta is influenced by intrinsic and extrinsic factors. The intrinsic factor is like the factor you want to have, self-actualization, love/ affection and religiosity. Extrinsic factors include support from colleagues, parents, principals, and the government in implementing the 2013 curriculum.

The paper highlights the challenges of establishment and characteristics of educationalinstitutions functioning in the highlands. It is analyzed the work of preparatory groups that aremeant to replace kindergartens in the remote mountainous areas in terms of preparing children forschool. In the context of logical and mathematical development of senior preschool children weanalyze the Program "Sure Start" and the issue of elementary mathematics education. It isconcluded that the acquisition of this knowledge in preschool institutions and preparatory groupsaffects the quality of further mathematics education. In this regard effective solution to theimplementation of the tasks of the Program "Sure Start" in mountainous regions is seen incooperation on the part of kindergartens, schools and parents

ICT (Information and Communication Technologies) have brought a rapid transformation of the economic, political and cultural society in general, known as the Information Society. It is therefore necessary that schools adapts to the changing needs of their students, so not to be left behind in relation to major social changes, failing to adapt is to become obsolete. Several initiatives have been undertaken with the aim of introducing ICT at various levels of education in schools, however there are few studies that relate the results of its introduction especially in kindergartens. This is the starting point of our work; to observe the approach, methods and practices of kindergarten teachers and children in Portugal.

Gelingen! – Gemeinsam lernen in und für inklusive(n) Bedingungen im Kindergarten || InkluKiT – Inklusionskompetenz in Kindertagesstätten-Teams. Entwicklung, Erprobung und empirische Absicherung eines Curriculums für die Weiterbildung von Kita-Teams für die pädagogische Arbeit im Kontext von Inklusion; Teilvorhaben: Frühkindliche Pädagogik (Verbundvorhaben)

AbstractThis study examined the mediating role of children's playfulness in the relationship between parental play supportiveness and children's prospective peer problems in a sample of Hong Kong Chinese kindergarten children. Participants were parents and teachers of 108 local children (56% boys, mean age = 60.0 months). At time 1, parents reported their supportiveness towards household play and their child's playfulness through a questionnaire. Six months later at time 2, teachers reported children's peer problems as exhibited in the kindergarten. A path analytic model revealed that, controlling for child age, gender, and birth order, parental play supportiveness and children's playfulness at time 1 were positively associated, and that playfulness at time 1 negatively predicted peer problems at time 2. The indirect relationship between parental play supportiveness and peer problems as mediated through playfulness was significant, whereas the direct relationship between parental play supportiveness and peer problems was non‐significant. These findings suggest that parents who support children's household play may promote children's capacity to establish positive peer relationships by improving their level of playfulness. Practically, the results highlight the utility of fostering parental play supportiveness and children's playfulness to support kindergarten children's social development.

BACKGROUND: Children's physical activity (PA) is an important guarantee for children's physical and mental health. Influencing factors of children's PA in family is related to the healthy growth of children and the happy life of families. METHODS: This is a cross-sectional study of influencing factors of children's PA in family. Parents whose children in 15 kindergartens(i.e., children are aged from 3 to 6 years) were sampled. RESULTS: Government had a significant negative impact on parents' perceived risks. Community has a significant positive effect on parents' perceived benefits and a significant negative effect on parents' perceived risks. Kindergarten has a significant positive effect on parents' perceived benefits, but has no significant effect on the parents' perceived risks. Children sports club has a significant positive effect on parents' perceived benefits. Parents' perceived benefits has a significant positive impact on children's PA in family, while perceived risks has a significant negative impact. CONCLUSION: Government should play a leading role in the development of children's PA in family. Community provides supplementary support. Kindergarten is the key point of developing children's PA in family. Children sports club is the auxiliary force of children's PA in family.

AbstractUnderstanding how to support children from low‐income families as they begin kindergarten is paramount, because they may have delays in developing cognitive and social skills in preschool, putting them at risk for poorer outcomes. Importantly, further research needs to be conducted on how specific constructs that relate to school readiness interact, such as inhibitory control (IC) and emotion knowledge (EK). Previous research has examined relations between IC and EK, but the directionality reported is inconsistent, and few studies have the longitudinal data necessary to assess the interaction fully. Thus, the present study (N = 539) aimed to expand previous research by assessing the directionality of the relationship over four time points using cross‐lagged panel models in a low‐income population. The results showed positive bidirectional relations between the two constructs from preschool to kindergarten, but not kindergarten to first grade, perhaps indicating a shift in these constructs' interdependency to increased specificity. This study clarified the directionality of these related constructs from preschool into first grade, expanding previous research that focuses on this interaction primarily in the preschool years in samples of convenience. Implications for curricula and intervention for children from low‐income families are discussed.

Abstract
Today, the importance of ecological education is often highlighted, although the current National Curriculum for Early and Preschool Education doesn't even mention it. Although ecological education is not mentioned in this baseline document, various activities in this direction are often carried out in our kindergartens. An example of this is the play The Ecological Story by the author Sanja Seferović-Bosak from her collection of plays Maštarije: Igrokazi za djecu od 3 do 13 godina (eng. Pipe Dreams: Plays for Children of 3-13 years). This paper describes the preparation and performance of this play in 2017 in the kindergarten Radost (eng. Joy) in Novska. The theoretical part of the paper considers the basic settings of ecological education in early and preschool age, with special reference to current practice in Croatian kindergartens. The empirical part of the paper describes the stages of preparation and performance of the play The Ecological Story, with special reference to the compliance of this project with the requirements of the National Curriculum in terms of developing key competences for lifelong learning. The paper also contains an analysis of methodological procedures with particular reference to the preparation of musical numbers in the play.

Maģistra darba temats ir "Komandas darba pārvaldības specifika izglītības iestādē". Darbā analizēta komandas darba pārvaldības specifika izglītības iestādē, akcentējot pirmsskolas izglītības iestāžu iespējas komandu veidošanā un pārvaldībā, par pētījuma bāzi ņemot trīs Talsu rajona pirmsskolas izglītības iestādes. Darba mērķis – atklāt komandas darba izmantošanas iespējas un tā pārvaldības specifiku izglītības iestādēs. Maģistra darba pētījumā secināts, ka komandas darbības principu ieviešana izglītības iestādes darbā uzlūkojama kā jauna iespēja izglītības iestādes demokratizācijā, inovāciju ieviešanā, optimālu lēmumu pieņemšanā, iestādes ilgtspējīgas attīstības nodrošināšanā. Atslēgas vārdi: izglītības vadība, komandas veidošana, komandas pārvaldība, pirmskolas izglītības iestāde. ; The topic of the master work is "The Team Work Leading in Establishment of Education". The author has used qualitative research methods like literature studies, developing criteria for effective team work in education institution, analyzed team leading in three kindergartens – by analyzing the teamwork on videotape, specially the manager actions. The author has also made an inquiry of team participants. The conclusion is that implementing the team work principles at kindergartens is a new opportunity to democratize the education institution, to implement innovations, to facilitate the optimal decision making. As a result the author has developed suggestions for improving the team work at the education establishment. Key words: education management, team building, team leading, kindergarten.

A maternal authoritarian style has been related to the development of physical aggression during childhood and later future social problems; however, not too many studies have detected other than individual or family factors that may buffer this maternal effect. This work examines whether daycare center attendance may moderate the relationships between a mother authoritarian style and physical aggression. The study sample was 72 (40 girls) kindergarten children from Spain. Parents were asked to complete two questionnaires focused on individual family characteristics and parenting styles. At age 5, children physical aggression was assessed by direct observation at playtime; aggression scores at 6 was obtained by a peer-rated questionnaire. A least squared multiple regression was performed after controlling for children's level of physical aggression at 5, child sex and siblings. A positive contribution of maternal authoritarian style on physical aggression was detected. Daycare center attendance appears to attenuate the effect of the mother's authoritarian style on physical aggression, only in boys. ; This study was funded by the Andalusian Regional Government's Plan Andaluz de Investigación (PAI-2003/04, HUM-554) and by the Basque Country Government (GIC07/19-IT-238-07).

Friedrich Grell-München -- Kind und Musik -- Stimm- und Liedpflege im Kindergarten -- Schulgesang -- Volkssingschule -- Was der Gründer einer Volkssingschule wissen müsste! -- Wir und die andern -- Volkshauptschule — Volkssingschule -- Junggesang -- Völkische Musikerziehung -- "S-O-S" -- vox immutata -- Aus der VII. Reichsschulmusikwoche 1928 -- Zum Beschluss.