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(2010) of the Faculty of Education, cross-appointed to the Department of History, Faculty of Arts and Science, at Queen’s University. Her research is funded by the Social Sciences and Humanities Research Council of Canada. She is a Fellow of the Royal Society of Canada in the Humanities and Social Sciences. She received the 2018 George Edward Clerk Award from the Canadian Catholic Historical Association, the 2017 Toronto Dominion Bank Award as one of the Top Ten Most Influential Hispanic Canadians, and the 2022 Distinguished Historian Award from the Triennial on the History of Women Religious, 26–29 June 2022, at the University of Notre Dame’s Cushwa Center. Email: brunojor@queensu.ca | ORCID iD: https://orcid.org/0000-0002-3218-1227 Referencias bibliográficas: • The School Journal 53, no. 22 (1896): 662. • One of these writings was the soon-to-be famous John Dewey, “My Pedagogic Creed,” The School Journal 54, no. 3 (1897): 77–80. • The School Journal also included creeds written by Francis W. Parker, director of the Cook County Normal School of Chicago; Canadian James L. Hughes, public schools inspector in Toronto; Richard G. Boone, president of the State Normal College of Ypsilanti; Louis H. Jones, superintendent of public schools in Cleveland; Levi Seeley, professor of pedagogy at the State Normal School at Trenton; Edward W. Scripture, director of the Laboratory of Psychology at Yale University; R. Heber Holbrook, principal of a Pittsburgh high school; William N. Hailmann, superintendent of Indian schools between 1894 and 1897 and, at the time of publication, school superintendent in Dayton; Earl Barnes, professor of education at Stanford University; Patterson DuBois, author of well-known works on children and on religious culture; Burke A. Hinsdale, professor of pedagogy at the University of Michigan; T. G. Rooper, H.M. inspector of schools in Great Britain; John S. Clark, professor of arts education and biographer of John Fiske; Henry Sabin, school superintend, This article examines the pedagogic creeds published in New York and Chicago during 1896 and 1897 in The School Journal. The configuration of ideas framing the creeds reveals the dynamics of modernities and transatlantic crossings, mainly the ideas of Georg W. F. Hegel, Herbert Spencer, Friedrich Froebel, Johann Friedrich Herbart, and Wilhelm Wundt and their contextual adaptation. The creeds are analyzed at the interplay of evolutionism and its versions, including Lamarckianism, developments in psychology, the intersection of Protestantism, and the gendered and racial ordering of society. The child study movement and theories of recapitulation also had a presence. The creeds provide a picture of the ideas at the fin de siècle. They were aimed at reform with various agendas that included social reconstruction with a modernist civilizing agenda, segregationism, and residential/boarding schools for Indigenous children. John Dewey's more well-known and influential creed brought its own unique avenues through his embracement of pragmatism., Social Sciences and Humanities Research Council of Canada, Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub

Utah's Kindergarten Entry and Exit Profile (KEEP) is intended to inform various stakeholders, such as parents, teachers, and leadership, on the academic and social-emotional development of entering and exiting kindergarten students.

We investigated the relations between self-reported math anxiety, task difficulty, and pupil dilation in adults and very young children during math tasks of varying difficulty levels. While task difficulty significantly influenced pupillary responses in both groups, the association between self-reported math anxiety and pupil dilation differed across age cohorts. The children exhibited resilience to the effects of math anxiety, hinting at additional influential factors such as formal math education experiences shaping their relations to mathematics and their impact on cognitive processes over time. Contrary to expectations, no significant association between self-reported math anxiety and pupil dilation during task anticipation was found in either group. In adults, math anxiety influenced pupil dilation exclusively during the initial phase of task processing indicating heightened cognitive load, but this influence diminished during sustained task processing. Theoretical implications emphasize the need for exploring individual differences, cognitive strategies, and the developmental trajectory of math anxiety in very young children.

Masterarbeit Universität Innsbruck 2024

Die vorliegende Masterarbeit beschäftigt sich mit den heutigen Anforderungen der Eltern beziehungsweise der Erziehungsberechtigten an die pädagogischen Fachkräfte im Kindergarten und die Bedeutung für ihr Wohlbefinden im beruflichen Alltag. Veränderte Konzepte, verlängerte Arbeitszeiten, anspruchsvollere Erziehungs- und Bildungspartnerschaft durch gewandelte Familienstrukturen (Familien mit Migrationshintergrund, Alleinerziehende, etc.), all dies sind ausschlaggebende Faktoren, welche von den pädagogischen Fachkräften im Beruf ein hohes Maß an Flexibilität und zusätzlicher Belastung fordern. Häufig fühlen sich die Fachkräfte durch diese Neuerungen überfordert, was sich wiederum negativ auf ihre/seine pädagogische Qualität als auch auf ihr/sein berufliches Wohlbefinden auswirkt. Angst, Unsicherheit und Überforderung können dabei die Folgen sein. Dies zeigt, dass elementarpädagogische Fachkräfte im Vergleich zu anderen Berufsgruppen vielfach als belastet gelten. Deshalb ging die Studie der forschungsleitenden Fragestellung nach: „Welchen Zusammenhang es zwischen den Anforderungen der Eltern und dem berufsspezifischen Wohlbefinden von pädagogischen Fachkräften im Kindergarten Südtirol gibt?“ Um einen spezifischeren Überblick über die verschiedenen Anforderungen zu erhalten, wurde das Arbeitsengagement, das Burnout und die hohen Bemühungen der Fachkräfte, die Eltern in den pädagogischen Alltag mit einzubeziehen, in die Forschung miteinbezogen. Die Stichprobe setzte sich aus pädagogischen Fachkräften (N = 48) aus 18 Kindergärten in Südtirol zusammen, wobei die Daten mit Hilfe eines standardisierten Fragebogens erhoben wurden. Die Auswertung erfolgte mit Hilfe des statistischen Computerprogramms „IBM SPSS Statistics 29“. Die Ergebnisse der Forschung zeigten allerdings keinen Zusammenhang zwischen den höher wahrgenommenen Anforderungen der Eltern und dem berufsspezifischen Wohlbefinden der pädagogischen Fachkräfte. Das Ziel dieser Masterarbeit ist es, einen Beitrag zur emp, Deborah Kammerlander, Masterarbeit Universität Innsbruck 2024

Diese Masterarbeit bearbeitet das Konstrukt pädagogischer Orientierungen im Elementarbereich, welches als Teildimension der Qualität der Elementarpädagogik angesehen wird. In einem ersten Schritt werden neben einer historischen und strukturellen Einordnung des Elementarbereiches, Orientierungen aus theoretischer Perspektive untersucht und beleuchtet. Bereits an dieser Stelle zeigt sich die Komplexität und Verwobenheit von Überzeugungen, Einstellungen und Werten einer Person, welche sich auch in der empirischen Untersuchung wiederfinden lässt. Ziel dieser Untersuchung ist es die Orientierungen von Fachpersonen im Kindergarten, in Bezug auf ihre eigene Rolle zu untersuchen. Diese werden anhand sieben qualitativer Interviews mit pädagogischen Fachkräften aus Tiroler Kindergärten erhoben. Das Datenmaterial wird mittels qualitativer Inhaltsanalyse ausgewertet und anschließend werden Muster und Ähnlichkeiten in Form einer Typologie wiedergegeben. Die Auswertung mittels qualitativer Inhaltsanalyse kam zu dem Ergebnis, dass die befragten pädagogischen Fachkräfte sich insbesondere als Begleiter und Begleiterinnen sowie Beobachter und Beobachterinnen von Kindern wahrnehmen. Zudem ist es Teil ihrer Rolle die Kinder in ihrer Entwicklung zu unterstützen und Bildungsarbeit mit ihnen durchzuführen. Als zentraler Wert, der von den Fachkräften verfolgt wird, zeigte sich die Wertschätzung und Akzeptanz der Individualität anderer Menschen., Verena Prkhofer, BA, in englischer Sprache, Masterarbeit Universität Innsbruck 2024

The Merdeka Belajar curriculum is the current curriculum developed by Indonesian Ministry of Education which should be implemented thoroughly in 2024. Project-based learning is identically engaged with this curriculum which offers many advantages to enrich the quality of education. This has been promoted and already implemented in several schools across the region in Indonesia, yet many teachers are still finding it was difficult to be applied. This research explores the project-based learning steps for preschool teachers in Bandung using community service program by Industrial Engineering lecturers in Indonesia. There were 42 participants from different kindergarten schools who joined in the PJBL workshop. With an active learning workshop delivery, a significant result has been achieved that it could increase their understanding of PJBL concept. “A Healthy House” project was taken as the example of the topic in the workshop. To check the participant’s understanding of the PjbL steps, the questionnaire was distributed two times, before and after the workshop ended. Using t test, the workshop of PJBL has significantly impacted the teachers. They were able to understand the principles of PjBL and the steps of the methods.

Inauguració de l’escola bressol Leonor Serrano el 2018. Adreça: c. de Cartagena, 159.

Vikaskola is the only kindergarten located in Stora Vika, west-north of the Swedish city Nynäshamn. The school was designed and opened in 1952 by the Norwegian architect Karl W. Ottesen. The construction of a kindergarten in Stora Vika was very important back then. This coincided with the gradual renaissance of Stora vika and the increased number of population in the area over time, especially after the opening of the cement factory in the area. The school underwent renovation and expansion several times over the years. In the eighties, a library and a closed sports hall were added, and in the nineties, new classrooms were added to the school to accommodate about seventy children. In 2017, the school was closed due to several factors, the most important of which were the lack of available resources and the reverse migration from Stora Vika. This led to the need for children to travel daily from Stora Vika to another school in the nearest neighboring city, Ösmo. This has created a big problem for the families and increased the demands to reopen the school. Vikaskola is a renovation and expansion project of the school, not only to become a larger and more functioning kindergarten but also to be a building that reflects its benefits on the Stora vikas community as a whole. The new design of the school suggests great possibilities for expansion by adding many service blocks and a series of entrances and corridors connecting the west of the school to its east. It was necessary to intervene and solve the problems that fall within the current design of the school, from linking the school with all its departments together to solving the problems of vertical connection between the school floors. The new design proposes separating the educational block, including classrooms, library, and laboratories, from the common public block on the ground floor. The school's reception hall has been expanded to become more welcoming to visitors, with the possibility of using it for new fu

Studies with adults and school children have shown that placebos can enhance motivation and performance in physical activities. This study aimed to investigate whether similar effects are present in kindergarten-aged children. A total of 101 children (58 girls, 43 boys) aged 3 to 6 years were randomly assigned to one of two groups that either received a deceptive placebo (DP: “magic potion”) or a nondeceptive placebo (NDP: “water”) to enhance physical abilities. Each child completed three tasks (sprinting; balancing: standing on a balance board; strength: using a handheld dynamometer) both with and without the placebo. The variables assessed included task performance, enjoyment, and expected and perceived placebo efficacy (measured with nonverbal pictorial rating scales). Results showed that both the DP and NDP increased speed. For strength, balance, and task enjoyment (which was very high), no placebo-induced changes were observed. Expected efficacy was higher for the DP; perceived efficacy did not differ between DP and NDP. In conclusion, reported outcome expectations indicated that kindergarten-aged children were already able to differentiate between the two types of placebos which exhibited positive effects concerning running performance. This encourages further research on using nondeceptive placebos to enhance physical activity, which is crucial for children’s overall health.

The Merdeka Belajar curriculum is the current curriculum developed by Indonesian Ministry of Education which should be implemented thoroughly in 2024. Project-based learning is identically engaged with this curriculum which offers many advantages to enrich the quality of education. This has been promoted and already implemented in several schools across the region in Indonesia, yet many teachers are still finding it was difficult to be applied. This research explores the project-based learning steps for preschool teachers in Bandung using community service program by Industrial Engineering lecturers in Indonesia. There were 42 participants from different kindergarten schools who joined in the PJBL workshop. With an active learning workshop delivery, a significant result has been achieved that it could increase their understanding of PJBL concept. “A Healthy House” project was taken as the example of the topic in the workshop. To check the participant’s understanding of the PjbL steps, the questionnaire was distributed two times, before and after the workshop ended. Using t test, the workshop of PJBL has significantly impacted the teachers. They were able to understand the principles of PjBL and the steps of the methods.

Through the dialogue between the Sociology of Childhood and Education Sciences, this study presents an exploratory case analysis researching the relationship between childhood and public space in urban contexts. Particularly, it explores the collective action undertaken by children and educators from a private Kindergarten in Lisbon during 2022/2023, with the aim of raising awareness about the issue of litter in a public woodland. The analysis of children's collective action, exploring dimensions such as Why was it done? How was it done? and What are the implications?, contributes to the ongoing discourse on children's political socialization and prompts a reevaluation of early childhood education as a space conducive to democratic experiences., A través del diálogo entre la Sociología de la Infancia y las Ciencias de la Educación, se presenta un estudio de caso exploratorio que investiga la relación entre la infancia y el espacio público en contextos urbanos, específicamente la acción colectiva realizada por niños y profesionales de la educación de una escuela infantil privada en Lisboa en 2022/2023, con el objetivo de sensibilizar a la población sobre el problema de la basura en un área forestal pública. El análisis de la acción colectiva de los niños, explorando las dimensiones - ¿Por qué se llevó a cabo? ¿Cómo se llevó a cabo? y ¿Qué implicaciones tiene? - contribuye al debate sobre la socialización política de los niños y a repensar la educación infantil como un espacio efectivo de experiencias democráticas., Através do diálogo entre a Sociologia da Infância e as Ciências da Educação, apresenta-se um estudo de caso exploratório que investiga a relação entre infância e espaço público em contextos urbanos, nomeadamente a ação coletiva levada a cabo por crianças e profissionais de educação de um Jardim de Infância privado em Lisboa, durante 2022/2023, com o objetivo de sensibilizar a população para o problema do lixo numa mata pública. A análise da ação coletiva das crianças, explorando as dimensões - Por que se fez? Como se fez? e Que implicações? - contribui para a discussão sobre a socialização política das crianças e para repensar a educação de infância como espaço efetivo de vivências democráticas., Através do diálogo entre a Sociologia da Infância e as Ciências da Educação, apresenta-se um estudo de caso exploratório que investiga a relação entre infância e espaço público em contextos urbanos, nomeadamente a ação coletiva levada a cabo por crianças e profissionais de educação de um Jardim de Infância privado em Lisboa, durante 2022/2023, com o objetivo de sensibilizar a população para o problema do lixo numa mata pública. A análise da ação coletiva das crianças, explorando as dimensões - Por que se fez? Como se fez? e Que implicações? - contribui para a discussão sobre a socialização política das crianças e para repensar a educação de infância como espaço efetivo de vivências democráticas.

Utah's Kindergarten Entry and Exit Profile (KEEP) is intended to inform various stakeholders, such as parents, teachers, and leadership, on the academic and social-emotional development of entering and exiting kindergarten students.

This paper aims to explore children’s views of social and economic sustainability and discuss how preschool can introduce peace education through encouraging children to solve conflicts peacefully, cultivating respect for diversity and developing interconnectedness of all living things. Studies have shown that there is a correlation between peace education and teaching of peace values at an early stage in reducing conflict in society (Affolter et al., 2020). Researchers argue that developing a culture of peace in early childhood education can be the best investment (Angelica Ponguta et al., 2018; Sunar et al., 2013). This study draws from Vygotsky’s socio-cultural theory that looks at the ways society impacts children’s development and behavior (Vygotsky, 1978). Employing qualitative research methodology, 403 children were interviewed from 50 preschools in 25 municipalities in Sweden. Data were analyzed thematically. The Swedish Ethical Review Authority did not raise any objection to the study. The study follows the Swedish research council guidelines, including that informed consent was negotiated with the children and parents. The findings demonstrate that preschool children are aware of the ongoing conflicts and war through news and conversations of adults. Some of them were willing to help the victims with money, toys, food and even accommodation. To contribute to the creation of a more peaceful and equitable society, preschool needs to incorporate peace education initiatives, to establish a robust foundation for fostering a sense of responsibility towards both individuals and the environment, thereby promoting the welfare of both current and future generations (United Nations 2015).

We investigated the relations between self-reported math anxiety, task difficulty, and pupil dilation in adults and very young children during math tasks of varying difficulty levels. While task difficulty significantly influenced pupillary responses in both groups, the association between self-reported math anxiety and pupil dilation differed across age cohorts. The children exhibited resilience to the effects of math anxiety, hinting at additional influential factors such as formal math education experiences shaping their relations to mathematics and their impact on cognitive processes over time. Contrary to expectations, no significant association between self-reported math anxiety and pupil dilation during task anticipation was found in either group. In adults, math anxiety influenced pupil dilation exclusively during the initial phase of task processing indicating heightened cognitive load, but this influence diminished during sustained task processing. Theoretical implications emphasize the need for exploring individual differences, cognitive strategies, and the developmental trajectory of math anxiety in very young children.

This paper aims to explore children’s views of social and economic sustainability and discuss how preschool can introduce peace education through encouraging children to solve conflicts peacefully, cultivating respect for diversity and developing interconnectedness of all living things. Studies have shown that there is a correlation between peace education and teaching of peace values at an early stage in reducing conflict in society (Affolter et al., 2020). Researchers argue that developing a culture of peace in early childhood education can be the best investment (Angelica Ponguta et al., 2018; Sunar et al., 2013). This study draws from Vygotsky’s socio-cultural theory that looks at the ways society impacts children’s development and behavior (Vygotsky, 1978). Employing qualitative research methodology, 403 children were interviewed from 50 preschools in 25 municipalities in Sweden. Data were analyzed thematically. The Swedish Ethical Review Authority did not raise any objection to the study. The study follows the Swedish research council guidelines, including that informed consent was negotiated with the children and parents. The findings demonstrate that preschool children are aware of the ongoing conflicts and war through news and conversations of adults. Some of them were willing to help the victims with money, toys, food and even accommodation. To contribute to the creation of a more peaceful and equitable society, preschool needs to incorporate peace education initiatives, to establish a robust foundation for fostering a sense of responsibility towards both individuals and the environment, thereby promoting the welfare of both current and future generations (United Nations 2015).

We investigated the relations between self-reported math anxiety, task difficulty, and pupil dilation in adults and very young children during math tasks of varying difficulty levels. While task difficulty significantly influenced pupillary responses in both groups, the association between self-reported math anxiety and pupil dilation differed across age cohorts. The children exhibited resilience to the effects of math anxiety, hinting at additional influential factors such as formal math education experiences shaping their relations to mathematics and their impact on cognitive processes over time. Contrary to expectations, no significant association between self-reported math anxiety and pupil dilation during task anticipation was found in either group. In adults, math anxiety influenced pupil dilation exclusively during the initial phase of task processing indicating heightened cognitive load, but this influence diminished during sustained task processing. Theoretical implications emphasize the need for exploring individual differences, cognitive strategies, and the developmental trajectory of math anxiety in very young children.

We investigated the relations between self-reported math anxiety, task difficulty, and pupil dilation in adults and very young children during math tasks of varying difficulty levels. While task difficulty significantly influenced pupillary responses in both groups, the association between self-reported math anxiety and pupil dilation differed across age cohorts. The children exhibited resilience to the effects of math anxiety, hinting at additional influential factors such as formal math education experiences shaping their relations to mathematics and their impact on cognitive processes over time. Contrary to expectations, no significant association between self-reported math anxiety and pupil dilation during task anticipation was found in either group. In adults, math anxiety influenced pupil dilation exclusively during the initial phase of task processing indicating heightened cognitive load, but this influence diminished during sustained task processing. Theoretical implications emphasize the need for exploring individual differences, cognitive strategies, and the developmental trajectory of math anxiety in very young children.

(2010) of the Faculty of Education, cross-appointed to the Department of History, Faculty of Arts and Science, at Queen’s University. Her research is funded by the Social Sciences and Humanities Research Council of Canada. She is a Fellow of the Royal Society of Canada in the Humanities and Social Sciences. She received the 2018 George Edward Clerk Award from the Canadian Catholic Historical Association, the 2017 Toronto Dominion Bank Award as one of the Top Ten Most Influential Hispanic Canadians, and the 2022 Distinguished Historian Award from the Triennial on the History of Women Religious, 26–29 June 2022, at the University of Notre Dame’s Cushwa Center. Email: brunojor@queensu.ca | ORCID iD: https://orcid.org/0000-0002-3218-1227 Referencias bibliográficas: • The School Journal 53, no. 22 (1896): 662. • One of these writings was the soon-to-be famous John Dewey, “My Pedagogic Creed,” The School Journal 54, no. 3 (1897): 77–80. • The School Journal also included creeds written by Francis W. Parker, director of the Cook County Normal School of Chicago; Canadian James L. Hughes, public schools inspector in Toronto; Richard G. Boone, president of the State Normal College of Ypsilanti; Louis H. Jones, superintendent of public schools in Cleveland; Levi Seeley, professor of pedagogy at the State Normal School at Trenton; Edward W. Scripture, director of the Laboratory of Psychology at Yale University; R. Heber Holbrook, principal of a Pittsburgh high school; William N. Hailmann, superintendent of Indian schools between 1894 and 1897 and, at the time of publication, school superintendent in Dayton; Earl Barnes, professor of education at Stanford University; Patterson DuBois, author of well-known works on children and on religious culture; Burke A. Hinsdale, professor of pedagogy at the University of Michigan; T. G. Rooper, H.M. inspector of schools in Great Britain; John S. Clark, professor of arts education and biographer of John Fiske; Henry Sabin, school superintend, This article examines the pedagogic creeds published in New York and Chicago during 1896 and 1897 in The School Journal. The configuration of ideas framing the creeds reveals the dynamics of modernities and transatlantic crossings, mainly the ideas of Georg W. F. Hegel, Herbert Spencer, Friedrich Froebel, Johann Friedrich Herbart, and Wilhelm Wundt and their contextual adaptation. The creeds are analyzed at the interplay of evolutionism and its versions, including Lamarckianism, developments in psychology, the intersection of Protestantism, and the gendered and racial ordering of society. The child study movement and theories of recapitulation also had a presence. The creeds provide a picture of the ideas at the fin de siècle. They were aimed at reform with various agendas that included social reconstruction with a modernist civilizing agenda, segregationism, and residential/boarding schools for Indigenous children. John Dewey's more well-known and influential creed brought its own unique avenues through his embracement of pragmatism., Social Sciences and Humanities Research Council of Canada, Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub

This paper aims to explore children’s views of social and economic sustainability and discuss how preschool can introduce peace education through encouraging children to solve conflicts peacefully, cultivating respect for diversity and developing interconnectedness of all living things. Studies have shown that there is a correlation between peace education and teaching of peace values at an early stage in reducing conflict in society (Affolter et al., 2020). Researchers argue that developing a culture of peace in early childhood education can be the best investment (Angelica Ponguta et al., 2018; Sunar et al., 2013). This study draws from Vygotsky’s socio-cultural theory that looks at the ways society impacts children’s development and behavior (Vygotsky, 1978). Employing qualitative research methodology, 403 children were interviewed from 50 preschools in 25 municipalities in Sweden. Data were analyzed thematically. The Swedish Ethical Review Authority did not raise any objection to the study. The study follows the Swedish research council guidelines, including that informed consent was negotiated with the children and parents. The findings demonstrate that preschool children are aware of the ongoing conflicts and war through news and conversations of adults. Some of them were willing to help the victims with money, toys, food and even accommodation. To contribute to the creation of a more peaceful and equitable society, preschool needs to incorporate peace education initiatives, to establish a robust foundation for fostering a sense of responsibility towards both individuals and the environment, thereby promoting the welfare of both current and future generations (United Nations 2015).

L’Institut Escola Rec Comtal i l'Escola Bressol el Tren, al barri de la Trinitat Vella, són uns centres educatius que van tenir diverses millores.

Wie funktioniert Lernen? Wie kann ich als Lehrperson bei meinen Schülerinnen und Schülern verstehensorientierte und kompetenzfördernde Lernprozesse anregen? Die Auseinandersetzung mit diesen Grundfragen des Lehrens und Lernens steht im Zentrum des Studienbands "Grundlagen und Grundformen des Unterrichtens". Der Studienband setzt sich mit den zentralen Aspekten auseinander, die einer Lehrperson bei der Anregung und Begleitung von Lernprozessen ihrer Schülerinnen und Schüler in Bezug auf deren Lernerfolg zukommt. Dabei wird aufgezeigt, wie wichtig das Wissen zu gutem Unterricht und zu Lernprozessen für die Gestaltung lernwirksamen Unterrichts ist. Im Studienband wird u.a. auf folgende Fragen eingegangen: Welche Bedeutung hat die Lehrperson? Was ist guter Unterricht? Welches sind die zentralen Aufgaben der Lehrperson? Was ist Lernen? Wie verläuft ein Lernprozess? Wie rege ich als Lehrperson Lernen an? Wie spielen die Lehraktivitäten der Lehrperson mit den Lernaktivitäten der Schülerinnen und Schüler zusammen? Was müssen Lehrpersonen wissen und können? Der an der PH Luzern für den Einsatz im stufenübergreifenden Grundjahr-Mentorat (eine Mischform von Theorievermittlung und berufspraktischer Einführung) entwickelte Studienband wird interessierten Kreisen als OER (Open Educational Resources) zur Verfügung gestellt., + ID der Publikation: phlu_3853 + Art des Beitrages: Andere Lehr-/Lernmaterialien + Herausgeberschaft: Pädagogische Hochschule Luzern + Titel der Reihe: Studienband + Sprache: Deutsch + Letzte Aktualisierung: 2021-11-11 15:53:51 4., überarbeitete Auflage 2022

Den här studien behandlar begreppet delat ledarskap med utgångspunkt i en förskoleorganisation som öppet berättat att de använder den här typen av ledarskap. Delat ledarskap är en ledarskapsmodell där ansvar, befogenheter och arbetsuppgifter är uppdelade eller gemensamma mellan två eller flera ledare. Det delade ledarskapet beskrivs som en bra och passande ledarskapsmodell för komplexa organisationer och deras krav. Syftet med studien är att undersöka vad det delade ledarskapet medför i praktiken utifrån ledare och medarbetares upplevelser. På grund av Skolverkets regelsättning är funktionellt delat ledarskap den enda tillåtna varianten av delat ledarskap i skolsektorn. Således kommer studien främst att fokusera på den typen av delat ledarskap. Studien är en fallstudie med en fenomenologisk ansats där det insamlade materialet består av nio intervjuer med personer som anställts både innan och efter införandet av ledarskapsmodellen. Förskoleorganisationen består av sex olika förskoleenheter varav tre av dessa medverkar i den här studien. För att få så brett perspektiv som möjligt utgår studien både utifrån ett medarbetar- och chefsperspektiv. Studiens slutresultat visar att delat ledarskap kan vara gynnande för ledningen, men att medarbetarna fortfarande saknar det närvarande ledarskapet från rektorn och enhetschefen. Det framkommer även hur organisationsprocesser kan förenklas genom frekvent och god kommunikation, tillit och personkemi, som är tre viktiga faktorer för ett lyckat delat ledarskap. Slutsatsen konstaterar vidare att det finns utmaningar i den horisontella relationen inåt som kan försvåras om ledarna inom ett delat ledarskap inte är kompatibla med varandra. Då funktionen av prestigelöshet och ett kompletterande ledarskap inom ett delat ledarskap är faktorer som skapar grunden till samarbete., This study will discuss the term shared leadership inside of a kindergarten-organization who have openly announced that they use this kind of leadership. Shared leadership is a leadership model where responsibility, authority and work tasks are divided or shared between two or more leaders. The shared leadership has been described as a good and appropriate leadership model for complex organizations and their requirements. The purpose of the study is to investigate what the shared leadership provides in practice seen from the leaders’ and coworkers’ experiences. Because of rules set up by Skolverket, functional shared leadership is the only allowed variant of shared leadership in the school sector. Thus the study will first and foremost focus on this kind of shared leadership. The study is a case study with a phenomenological approach where the collected material consists of nine interviews with people who were employed both before and after the implementation of the leadership model. The kindergarten-organization consists of six different kindergarten-units, whereof three of these are participating in the study. To achieve as wide of a perspective as possible the study will consider a worker-perspective and a leader-perspective. The study’s result shows that shared leadership can be beneficial for management, but that coworkers still miss the attending leadership from both principal and unit manager. Furthermore, the study’s result also shows how organizational processes can be simplified through frequent and good communication, trust and personal chemistry, which are three important factors for successful shared leadership. The conclusion further states that there are challenges in the horizontal relationship inwards which can be made more difficult if the leaders within a shared leadership are not compatible with each other. Since the function of lack of prestige and a complementary leadership within a shared leadership are factors that create the basis for coo

De riskfaktorer som kan mätas eller avgöras i förskolan kan bara delvis förutsäga omfattningen av kommande lässvårigheter. Dessutom finns en påtaglig ärftlig komponent som sannolikt påverkar omfattningen av behovet av undervisningsinsats. De faktorer som kan ge en antydan om kommande lässvårigheter och som en förskolepedagog enkelt kan skapa lekar kring och bedöma är: RAN, förmågan att kunna skriva det egna namnet, hittepåord och bokstäver, koncentrationssvårigheter, finmotorisk koordination och kanske förmågan att uttala nonsensord. Pojkar har en högre risk. För att öka möjligheten att tidigt identifiera förskolebarn i riskzonen för kommande lässvårigheter skulle lästräning kunna påbörjas i förskoleklass (6-års-klass). Detta gäller oavsett om barnet har läs-svårigheter eller ej. De valda metoderna för läsinlärning bör vara olika i början av lästräningen jämfört med längre upp i åldrarna. Befintlig forskning tyder på att barn som börjar lära sig läsa i första hand behöver träna fonologisk medvetenhet och att phonics är en viktig metod i denna träning, men att ’hjärnans fonologiska mognad’ gör nyttan tveksam för barn yngre än 6 år – särskilt om dessa barn är pojkar. Spännvidden av orsaker, och att läsförmågan både kan förbättras och försämras över tid, tyder dock på att riskidentifiering i förskolan inte räcker till och att det sannolikt enda sättet att säkerställa adekvat utbildning till barn med lässvårigheter är kontinuerliga och tätt återkommande mätningar av hur väl barn tar till sig grundskoleundervisningen i läsning. Genom mätningarna kan utbildningen löpande justeras och anpassas till barnets behov här och nu. Över huvud taget uppvisar resultaten från tvillingstudier och från longitudinella studier att lästillägnandet har stora likheter med träning i sporter och musikinstrument: först måste grunden nötas in, varefter förmågan senare förfinas genom tålmodig och allt svårare upprepning. Detta är än viktigare för barn med lässvårigheter. Den fortlöpande försämri

Studiens syfte är att undersöka vilka meningserbjudanden som sker i förskolornas utomhusmiljöer som barnen plockar upp som bidrar till deras lek. Syftet med studien är att bidra till kunskap om utomhusmiljön samt se möjligheterna och de erbjudanden som finns att utforska i utomhusmiljön. Metoder som tillämpas är tematisk analys och observation. Empirin består utav fältanteckningar och observationsschema som analyseras genom Gibsons teori om affordance. Studiens resultat visar att det finns många faktorer som förändrar vilka meningserbjudanden (affordance) som barnen plockar upp till exempel hur utomhusmiljön är utformad med naturbaserade inslag, lekplatsstruktur eller en kombination av båda. I resultaten går det att urskilja att de lösa och fastsittande objekten som finns tillgängliga för barnen att plocka upp under leken bidrar till interaktion mellan individer, vilka meningserbjudanden som pedagoger ger barnen med planerade och spontana aktiviteter samt väderförhållandets meningserbjudanden. Pedagogerna behöver vara medvetna om meningserbjudanden i både deras egna handlingar och utomhusmiljöns för att kunna stötta barnen i deras lek och utforskande.

We investigated the relations between self-reported math anxiety, task difficulty, and pupil dilation in adults and very young children during math tasks of varying difficulty levels. While task difficulty significantly influenced pupillary responses in both groups, the association between self-reported math anxiety and pupil dilation differed across age cohorts. The children exhibited resilience to the effects of math anxiety, hinting at additional influential factors such as formal math education experiences shaping their relations to mathematics and their impact on cognitive processes over time. Contrary to expectations, no significant association between self-reported math anxiety and pupil dilation during task anticipation was found in either group. In adults, math anxiety influenced pupil dilation exclusively during the initial phase of task processing indicating heightened cognitive load, but this influence diminished during sustained task processing. Theoretical implications emphasize the need for exploring individual differences, cognitive strategies, and the developmental trajectory of math anxiety in very young children.

This study aimed to investigate the impact of teachers' knowledge and instructional activities on the learning abilities of kindergarten children in selected schools in the Talensi District of Ghana. A descriptive survey research design was employed, involving 98 selected teachers, with 76 of them participating in the study. Data was collected using a structured questionnaire and classroom observations. The collected data were analyzed using various descriptive and inferential statistics with the assistance of the SPSS program. The analysis revealed that kindergarten (KG) teachers possessed knowledge in areas such as the organization of the learning environment, child development, curriculum design for children, multiple forms of assessment, family and parent outreach, methods of teaching diverse children, and strategic use of resources and information and communication technology (ICT). Additionally, instructional activities employed by teachers included general exercises, logic, mathematics, and numeracy skills, reading, and writing activities, socio-emotional developmental activities, and creative art activities. Further analysis indicated a strong positive relationship between teachers' knowledge and academic-related skills. Similarly, a significant strong relationship was found between various instructional activities and academic-related skills. This suggests that both teachers' knowledge and instructional activities play a crucial role in influencing the academic skills development of KG children. The study recommends that the government should establish National Early Childhood Teachers' Training Centers in all regions to address the specific skills needs of teachers. Standardization of the KG curriculum is also advised to ensure consistency in educational content across all schools. Additionally, in-service training and provision of learning materials for KG teachers are recommended to support their work on a regular basis.

This Study aimed to assess inclusion education programs in the kindergarten stage in Jordan, focusing on global ethical standards from the perspective of parents of students with disabilities. The sample consisted of families with 66 disabled children enrolled in government or private kindergartens in Amman. To achieve this, the researchers developed a questionnaire evaluating the application of global ethical standards by integrated kindergarten teachers. The questionnaire comprised 27 indicators distributed across two dimensions: ethical standards related to the teacher's relationship with the disabled child and ethical standards related to the teacher's relationship with the family of the disabled child. The results indicated a high level of adherence to global ethical standards in integrated kindergarten education programs, with no statistically significant differences attributed to the type of kindergarten (government/private). The statistical analysis revealed elevated ratings for the ethical standards related to the teacher child relationship, except for the item "possesses classroom management skills in controlling and adjusting the behavior of disabled children," which received a moderate rating. Descriptive statistics for the ethical standards related to the teacher's relationship with the families of disabled children showed high levels overall, except for two items: "assists families in building family support networks with other families and benefits from them in developing their children's education process" and "has sufficient information about family support institutions, associations, and organizations providing assistance and facilities for families of disabled individuals and guides them to these resources," both rated at a moderate level.

This study aimed to investigate the impact of teachers' knowledge and instructional activities on the learning abilities of kindergarten children in selected schools in the Talensi District of Ghana. A descriptive survey research design was employed, involving 98 selected teachers, with 76 of them participating in the study. Data was collected using a structured questionnaire and classroom observations. The collected data were analyzed using various descriptive and inferential statistics with the assistance of the SPSS program. The analysis revealed that kindergarten (KG) teachers possessed knowledge in areas such as the organization of the learning environment, child development, curriculum design for children, multiple forms of assessment, family and parent outreach, methods of teaching diverse children, and strategic use of resources and information and communication technology (ICT). Additionally, instructional activities employed by teachers included general exercises, logic, mathematics, and numeracy skills, reading, and writing activities, socio-emotional developmental activities, and creative art activities. Further analysis indicated a strong positive relationship between teachers' knowledge and academic-related skills. Similarly, a significant strong relationship was found between various instructional activities and academic-related skills. This suggests that both teachers' knowledge and instructional activities play a crucial role in influencing the academic skills development of KG children. The study recommends that the government should establish National Early Childhood Teachers' Training Centers in all regions to address the specific skills needs of teachers. Standardization of the KG curriculum is also advised to ensure consistency in educational content across all schools. Additionally, in-service training and provision of learning materials for KG teachers are recommended to support their work on a regular basis.

This study aimed to investigate the impact of teachers' knowledge and instructional activities on the learning abilities of kindergarten children in selected schools in the Talensi District of Ghana. A descriptive survey research design was employed, involving 98 selected teachers, with 76 of them participating in the study. Data was collected using a structured questionnaire and classroom observations. The collected data were analyzed using various descriptive and inferential statistics with the assistance of the SPSS program. The analysis revealed that kindergarten (KG) teachers possessed knowledge in areas such as the organization of the learning environment, child development, curriculum design for children, multiple forms of assessment, family and parent outreach, methods of teaching diverse children, and strategic use of resources and information and communication technology (ICT). Additionally, instructional activities employed by teachers included general exercises, logic, mathematics, and numeracy skills, reading, and writing activities, socio-emotional developmental activities, and creative art activities. Further analysis indicated a strong positive relationship between teachers' knowledge and academic-related skills. Similarly, a significant strong relationship was found between various instructional activities and academic-related skills. This suggests that both teachers' knowledge and instructional activities play a crucial role in influencing the academic skills development of KG children. The study recommends that the government should establish National Early Childhood Teachers' Training Centers in all regions to address the specific skills needs of teachers. Standardization of the KG curriculum is also advised to ensure consistency in educational content across all schools. Additionally, in-service training and provision of learning materials for KG teachers are recommended to support their work on a regular basis.

The purpose of this research was to explain why many people do not like mathematics and find it difficult because it is difficult to understand or because a teacher they had did not give the appropriate weight. The methodology used in this research was the quantitative method. The sample was collected through electronic questionnaires involving sixty-three (63) participants from pedagogical departments. The following survey shows the main results of the research, more specifically, that negative emotions about mathematics are more prevalent. The three main elements that characterize the successful teaching approach of mathematics at school are the transmission of knowledge by the teacher, the approach of knowledge through play, and the selection of appropriate activities. While the two most appropriate ways of approaching mathematics in kindergarten are through play but also through investigation and discovery by the child based on the participants’ answers.

The purpose of this research was to explain why many people do not like mathematics and find it difficult because it is difficult to understand or because a teacher they had did not give the appropriate weight. The methodology used in this research was the quantitative method. The sample was collected through electronic questionnaires involving sixty-three (63) participants from pedagogical departments. The following survey shows the main results of the research, more specifically, that negative emotions about mathematics are more prevalent. The three main elements that characterize the successful teaching approach of mathematics at school are the transmission of knowledge by the teacher, the approach of knowledge through play, and the selection of appropriate activities. While the two most appropriate ways of approaching mathematics in kindergarten are through play but also through investigation and discovery by the child based on the participants’ answers.

Den här studien behandlar begreppet delat ledarskap med utgångspunkt i en förskoleorganisation som öppet berättat att de använder den här typen av ledarskap. Delat ledarskap är en ledarskapsmodell där ansvar, befogenheter och arbetsuppgifter är uppdelade eller gemensamma mellan två eller flera ledare. Det delade ledarskapet beskrivs som en bra och passande ledarskapsmodell för komplexa organisationer och deras krav. Syftet med studien är att undersöka vad det delade ledarskapet medför i praktiken utifrån ledare och medarbetares upplevelser. På grund av Skolverkets regelsättning är funktionellt delat ledarskap den enda tillåtna varianten av delat ledarskap i skolsektorn. Således kommer studien främst att fokusera på den typen av delat ledarskap. Studien är en fallstudie med en fenomenologisk ansats där det insamlade materialet består av nio intervjuer med personer som anställts både innan och efter införandet av ledarskapsmodellen. Förskoleorganisationen består av sex olika förskoleenheter varav tre av dessa medverkar i den här studien. För att få så brett perspektiv som möjligt utgår studien både utifrån ett medarbetar- och chefsperspektiv. Studiens slutresultat visar att delat ledarskap kan vara gynnande för ledningen, men att medarbetarna fortfarande saknar det närvarande ledarskapet från rektorn och enhetschefen. Det framkommer även hur organisationsprocesser kan förenklas genom frekvent och god kommunikation, tillit och personkemi, som är tre viktiga faktorer för ett lyckat delat ledarskap. Slutsatsen konstaterar vidare att det finns utmaningar i den horisontella relationen inåt som kan försvåras om ledarna inom ett delat ledarskap inte är kompatibla med varandra. Då funktionen av prestigelöshet och ett kompletterande ledarskap inom ett delat ledarskap är faktorer som skapar grunden till samarbete., This study will discuss the term shared leadership inside of a kindergarten-organization who have openly announced that they use this kind of leadership. Shared leadership is a leadership model where responsibility, authority and work tasks are divided or shared between two or more leaders. The shared leadership has been described as a good and appropriate leadership model for complex organizations and their requirements. The purpose of the study is to investigate what the shared leadership provides in practice seen from the leaders’ and coworkers’ experiences. Because of rules set up by Skolverket, functional shared leadership is the only allowed variant of shared leadership in the school sector. Thus the study will first and foremost focus on this kind of shared leadership. The study is a case study with a phenomenological approach where the collected material consists of nine interviews with people who were employed both before and after the implementation of the leadership model. The kindergarten-organization consists of six different kindergarten-units, whereof three of these are participating in the study. To achieve as wide of a perspective as possible the study will consider a worker-perspective and a leader-perspective. The study’s result shows that shared leadership can be beneficial for management, but that coworkers still miss the attending leadership from both principal and unit manager. Furthermore, the study’s result also shows how organizational processes can be simplified through frequent and good communication, trust and personal chemistry, which are three important factors for successful shared leadership. The conclusion further states that there are challenges in the horizontal relationship inwards which can be made more difficult if the leaders within a shared leadership are not compatible with each other. Since the function of lack of prestige and a complementary leadership within a shared leadership are factors that create the basis for coo

Studiens syfte är att undersöka vilka meningserbjudanden som sker i förskolornas utomhusmiljöer som barnen plockar upp som bidrar till deras lek. Syftet med studien är att bidra till kunskap om utomhusmiljön samt se möjligheterna och de erbjudanden som finns att utforska i utomhusmiljön. Metoder som tillämpas är tematisk analys och observation. Empirin består utav fältanteckningar och observationsschema som analyseras genom Gibsons teori om affordance. Studiens resultat visar att det finns många faktorer som förändrar vilka meningserbjudanden (affordance) som barnen plockar upp till exempel hur utomhusmiljön är utformad med naturbaserade inslag, lekplatsstruktur eller en kombination av båda. I resultaten går det att urskilja att de lösa och fastsittande objekten som finns tillgängliga för barnen att plocka upp under leken bidrar till interaktion mellan individer, vilka meningserbjudanden som pedagoger ger barnen med planerade och spontana aktiviteter samt väderförhållandets meningserbjudanden. Pedagogerna behöver vara medvetna om meningserbjudanden i både deras egna handlingar och utomhusmiljöns för att kunna stötta barnen i deras lek och utforskande.

De riskfaktorer som kan mätas eller avgöras i förskolan kan bara delvis förutsäga omfattningen av kommande lässvårigheter. Dessutom finns en påtaglig ärftlig komponent som sannolikt påverkar omfattningen av behovet av undervisningsinsats. De faktorer som kan ge en antydan om kommande lässvårigheter och som en förskolepedagog enkelt kan skapa lekar kring och bedöma är: RAN, förmågan att kunna skriva det egna namnet, hittepåord och bokstäver, koncentrationssvårigheter, finmotorisk koordination och kanske förmågan att uttala nonsensord. Pojkar har en högre risk. För att öka möjligheten att tidigt identifiera förskolebarn i riskzonen för kommande lässvårigheter skulle lästräning kunna påbörjas i förskoleklass (6-års-klass). Detta gäller oavsett om barnet har läs-svårigheter eller ej. De valda metoderna för läsinlärning bör vara olika i början av lästräningen jämfört med längre upp i åldrarna. Befintlig forskning tyder på att barn som börjar lära sig läsa i första hand behöver träna fonologisk medvetenhet och att phonics är en viktig metod i denna träning, men att ’hjärnans fonologiska mognad’ gör nyttan tveksam för barn yngre än 6 år – särskilt om dessa barn är pojkar. Spännvidden av orsaker, och att läsförmågan både kan förbättras och försämras över tid, tyder dock på att riskidentifiering i förskolan inte räcker till och att det sannolikt enda sättet att säkerställa adekvat utbildning till barn med lässvårigheter är kontinuerliga och tätt återkommande mätningar av hur väl barn tar till sig grundskoleundervisningen i läsning. Genom mätningarna kan utbildningen löpande justeras och anpassas till barnets behov här och nu. Över huvud taget uppvisar resultaten från tvillingstudier och från longitudinella studier att lästillägnandet har stora likheter med träning i sporter och musikinstrument: först måste grunden nötas in, varefter förmågan senare förfinas genom tålmodig och allt svårare upprepning. Detta är än viktigare för barn med lässvårigheter. Den fortlöpande försämri

Hintergrund Stärken- und Resilienzförderung bei Kindern gewinnt in einer sich transformierenden und fortlaufend verändernden Gesellschaft immer mehr an Bedeutung. Dies stellt vor allem elementare Bildungsinstitutionen vor neue Herausforderungen. Aufgrund dieser Relevanz wird in der vorliegenden Masterarbeit untersucht, inwiefern angehende elementarpädagogische Fachkräfte in ihrer Ausbildung an der BAfEP auf die Stärken- und Resilienzförderung bei Kindern vorbereitet werden und ob es ihnen gelingt dieses erworbene Grundlagenwissen in die pädagogische Handlungsebene überführen zu können. Methodik Die vorliegende Masterarbeit beinhaltet sowohl einen theoretischen als auch einen empirischen Teil. Die theoretische Analyse dient hierbei als Basis für das empirische Forschungsvorhaben. Zur Beantwortung der forschungsleitenden Fragestellung in Bezug auf die Vorbereitung angehender elementarpädagogischer Fachkräfte auf die Stärken- und Resilienzförderung von Kindern werden Expert:inneninterviews mit Lehrpersonen des berufsbildenden Fachbereichs der BAfEP sowie elementarpädagogischen Fachkräfte aus der Praxis durchgeführt. Die Auswertung erfolgt mittels qualitativer Inhaltsanalyse und wird mit Hilfe der Analysesoftware MAXQDA durchgeführt. Ergebnisse und Schlussfolgerungen Die qualitative Untersuchung verdeutlicht die Bedeutung von Stärke und Resilienz in der elementarpädagogischen Bildungsarbeit und zeigt, dass elementarpädagogische Fachkräfte durch ihre Ausbildung an der BAfEP eine gute Grundlage erhalten, um diese Kompetenzen bei Kindern fördern zu können. Die pädagogischen Fachkräfte können ihr erworbenes Fachwissen in die pädagogische Handlungsebene überführen und gezielt in der Entwicklungsbegleitung von Kindern einsetzen., Background Promoting children's strengths and resilience is becoming increasingly important in a transforming, ever-changing society. This poses new challenges, especially for elementary educational institutions. Due to this relevance, this master's thesis examines the extent to which prospective early childhood educators are prepared for the promotion of strengths and resilience in children during their training at BAfEP and whether they succeed in transferring this acquired basic knowledge into the pedagogical level of action. Methodology This master thesis includes a theoretical as well as an empirical part. The theoretical analysis serves as the basis for the empirical research project. In order to answer the research question regarding the preparation of prospective early childhood educators for the promotion of children's strengths and resilience, expert interviews will be conducted with teachers from the vocational education and training department of BAfEP, as well as early childhood educators from practice. The evaluation is carried out by means of qualitative content analysis and is evaluated with the help of the analysis software MAXQDA. Results and Conclusions The qualitative study illustrates the importance of strength and resilience in early childhood education and shows that early childhood educators receive a good basis for promoting these competencies in children through their training at BAfEP. The pedagogical specialists can transfer their acquired specialist knowledge to the pedagogical level of action and use it specifically in the developmental support of children., vorgelegt von Melanie Moser, BA, in englischer Sprache, Masterarbeit Universität Innsbruck 2024

[EN] This modest project tackles the challenge of enhancing outdoor space for a municipal kindergarten nestled in a bustling neighborhood of Antwerp. The task: to ingeniously integrate a walkable platform of exactly 100 square meters into a compact courtyard, bordered by classroom wings on three sides and a party wall crowned with a typical Flemish pitched roof. The precise figure of 100 square meters is dictated by regulatory requirements and the project's financial constraints., [ES] Este modesto proyecto aborda el desafío de mejorar el espacio al aire libre para una guardería municipal ubicada en un animado barrio de Amberes. El objetivo: integrar ingeniosamente una plataforma transitable de exactamente 100 metros cuadrados en un patio compacto, delimitado en tres de sus lados por aulas y en el cuarto por una medianera rematada con el típico tejado flamenco a dos aguas. La cifra exacta de 100 metros cuadrados viene dictada por los requisitos reglamentarios y las limitaciones financieras del proyecto.

[EN] This modest project tackles the challenge of enhancing outdoor space for a municipal kindergarten nestled in a bustling neighborhood of Antwerp. The task: to ingeniously integrate a walkable platform of exactly 100 square meters into a compact courtyard, bordered by classroom wings on three sides and a party wall crowned with a typical Flemish pitched roof. The precise figure of 100 square meters is dictated by regulatory requirements and the project's financial constraints., [ES] Este modesto proyecto aborda el desafío de mejorar el espacio al aire libre para una guardería municipal ubicada en un animado barrio de Amberes. El objetivo: integrar ingeniosamente una plataforma transitable de exactamente 100 metros cuadrados en un patio compacto, delimitado en tres de sus lados por aulas y en el cuarto por una medianera rematada con el típico tejado flamenco a dos aguas. La cifra exacta de 100 metros cuadrados viene dictada por los requisitos reglamentarios y las limitaciones financieras del proyecto.