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Norint tinkamai ugdyti ikimokyklinio amžiaus vaikų socialinę kompetenciją yra labai svarbu vaikui sudaryti tinkamą ugdomąją aplinką. Ugdomoji aplinka turi būti orientuota į vaiką, jo jausmus, savijautą toje aplinkoje. Galime pastebėti, kad ugdomoji aplinka nėra nuolat kintanti, tobulėjanti, papildoma naujomis priemonėmis, veiklomis. Vaikai grupėje nesijaučia saugiai, trūksta veiklos kampelių bei nesiugdo jų socialiniai įgūdžiai. Taigi, gilinantis į šią temą, aktualiu tampa šis probleminis klausimas, į kurį darbe ir bus ieškoma atsakymo, t. y. kokią reikšmę ikimokyklinio amžiaus vaikų socialinės kompetencijos ugdymo procese turi ugdomoji aplinka?, In order to properly educate pre – school age children’s social competence it is foremost to create an appropriate educational environment. The educational environment must be oriented towards the child, it’s feelings and well-being. It can be observed that the educational environment is not constantly changing, evolving nor new activities are added. Children do not feel safe, they are lacking activity corners and do not cultivate social skills. Thus, upon further investigation on this topic, this research question becomes relevant for which this study will try to find an answer to. Research question goes as: How significant is educational environment in educating social competency among pre – school age children?

This Bachelor´s thesis called Stages of Adaptation of a Child with Autism in the Environment of the Special Nursery School is devided into seven chapters in the theoretical part. The first chapter defines the basic features of disorders of the autistic spectrum and their classification. The second chapter deals with the domains that are limited for the individual. In the third chapter the non - specific variable features are discussed. In the fourth chapter the topic of diagnostics is mentioned. The fifth chapter deals with the etiology of the disorders of the autistic spectrum. In the sixth chapter the matter of adaptation is presented. The theoretical part concludes with the topic of education of children with autism spectrum disorders. The practical part shows the results of my research work. The aim was to find out how the process of adaptation proceeds, which factors can influence it and which factors signal a well - going adaptation. For the practical part qualitative research was chosen. Semi - structured interviews and the observation method were used as the means of the data collecting. The research shows the importance of cooperation and communication between the involved participants (pedagogues, parents, and children) and of preparation of the child before his / her pre - school system entering. There are very different reactions of the two boys on the environment. We can see initial signs of social interaction by the boy A. In the future, it would be necessary to implement some strategies that can help the boys with the orientation in time, space and planned activities. And last but not least, it is necessary to figure out the communication matter between the key participants.

Dissertação de mestrado em Ciências da Educação (área de especialização em Desenvolvimento Curricular e Inovação Educativa), A caminhada pelo ensino pré-escolar é considerada uma das etapas essenciais na vida das crianças e por isso Jardins de Infância devem ser locais seguros e acolhedores, facilitando o desenvolvimento integral das crianças. Nestes locais, existe uma exposição a diferentes perigos e acidentes, devido à idade e desenvolvimento das crianças e por isso é emergente que o currículo da educação pré-escolar preveja na formação inicial dos educadores de infância a temática de primeiros socorros. Neste sentido, desenvolvemos um estudo de investigação integrado no curso de Mestrado em Ciências da Educação, especialidade em Desenvolvimento Curricular e Inovação Educativa da Universidade do Minho, intitulado Desenvolvimento de Competências na Educação Pré-Escolar: Um estudo com educadores de infância, com nove educadores de infância de um Jardim-de-Infância de Angola. O desenvolvimento de competências relacionadas com a área de primeiros socorros, assumiu uma problemática central que se tornou com um objetivo específico desta investigação, na tentativa de perceber a importância desta temática na formação inicial do curso de educadores e as mudanças nas políticas curriculares sobre a formação contínua como obrigatória. Para atingir os objetivos, adotando a classe de investigação-ação, recorremos ao uso de entrevistas estruturadas, entrevista diagnóstica e entrevista de avaliação junto de nove educadores de infância a lecionar num centro infantil específico. Os dados obtidos foram tratados através da análise de conteúdo o que nos levaram a preparar um plano de formação que dotasse os educadores de infância de competências em primeiros socorros. Os resultados iniciais apontaram para uma necessidade formativa na área dos primeiros socorros devido ao uso de práticas descontinuadas e resultantes do senso comum. Após a formação os educadores de infância obtiveram melhores resultados o que nos permite concluir que a mesma teve êxito e que há uma necessidade de formação contínua neste contexto educativo., Preschool education is one of the essential stages in the lives of children, and therefore Kindergartens (K) should be safe and welcoming places, facilitating the integral development of children. Health is a theme widely addressed in the curriculum and schools are a prime vehicle for acts of awareness for physical and psychological well-being. In Angola, children's educators (CE) are required to be health and welfare promoters and to be able to act in all situations, since they are responsible for children for long periods (8 am to 12 a.m.). Thus, CE should be prepared for immediate action in accident cases that is training in First Aid (PS) because the hospital response may take too long. In this context the research problem arises: are the CE prepared to act in unexpected situations or even an accident? Should the initial training curriculum include skills in this area? Should educational and curricular policies make compulsory education compulsory? This qualitative study was developed at a Children's Center (CC), which is home to around 250 children, located in the southern part of Luanda, Angola. It had general objectives: to know the competences of the CE, in the area of the FA; train CE to act in unforeseen situations; suggest changes to the educational and curricular policies. In order to know the competences of the CE, a structured interview was carried out, which assumed the function of diagnostic test, together with nine (9) CE who exercised their professional activity in the CC. The results allowed the design and implementation of a short-term training that responded to the needs of the target audience. By the end of the training, an interview was applied equal to the first one, to understand the knowledge that was acquired in the training and the consequent development of the competences of the CE group. The main results show that the EI were not prepared to act correctly taking into account measures for their safety or the safety of the victim himself. The training significantly improved the competencies of the CE in the event of accidents. The training should have had more hours and more questions of practical action, because there are difficulties that come from the basis of training, both in FA and in simple pedagogical practices. For the participants, the initial training curriculum should include the competences in this area and the educational and curricular policies should make compulsory education compulsory, as there is no quality education, no educational reform, no pedagogical innovation, without adequate teacher training.

TITLE The Comparison of a Montessori and an ordinary class in the alternative and traditional pre- school education Abstract The aim of this bachelor thesis - The comparison Montessori and an ordinary class in the alternative and traditional pre-school education is to compare a traditional class and a Montessori class in pre-school education. The thesis is divided into a theoretical and a practical part. The theoretical part deals with the basics of Marie Montessori's education system focused on pre-school education. It further clarifies the objectives, the techniques and the methods of the education system of an ordinary nursery school. The second, practical, part, is focused on the qualitative research method. It presents the analysis of documents, the results of the interviews with teachers and the outcomes of the observations of the daily routine, the atmosphere and the management and types of each activity of both a regular and a Montessori class. Key words Montessori, pre - school education, compare, ordinary class, alternative class

Diplomsko delo z naslovom Cuisenairove paličice v vrtcu je namenjeno vsem tistim, ki imajo pri vsakodnevnem delu stik z otrokom v predšolskem obdobju in jih zanima razvoj matematičnih sposobnosti predšolskega otroka. Z uporabo didaktičnih pripomočkov in igrač pri predšolskem otroku razvijamo matematično znanje, ki temelji na razumevanju. Cuisenairove paličice so didaktični pripomoček, ki omogočajo otroku samostojno raziskovanje in ga prepričajo, da matematika v vsakdanjem življenju res deluje. V svetu se že več desetletij uporabljajo za poučevanje na področju matematike, pa tudi na drugih področjih. Pri nas se uporabljajo zelo redko, vendar ne za namene poučevanja, ampak zgolj kot konstrukcijski material pri prosti igri otrok. Namen diplomske naloge je prikazati poznavanje in uporabo Cuisenairovih paličic kot didaktičnega pripomočka za področje matematike v vrtcu. Kot je bilo pričakovano vzgojiteljice Cuisenairovih paličic niso poznale po imenu, nekatere pa so jih le vizualno prepoznale. Ker ni gradiv za njihovo uporabo, so v praktičnem delu podane aktivnosti za uporabo Cuisenairovih paličic s ciljem, da bi jih vzgojiteljice uporabile in preizkusile pri usmerjenih aktivnostih iz področja matematike v vrtcu. Aktivnosti omogočajo, da otroka vpeljemo v svet matematike na način, ki bo prilagojen njegovim kognitivnim zmožnostim. Bachelor thesis, entitled “Cuisenaire rods in pre - school education”, is intended for everyone who has daily contact with preschool children and is interested in the development of their mathematical competences. Mathematical knowledge of a preschool child, which is based on understanding, is developed with the use of teaching aids. Cuisenaire rods are a manipulatives which allows children to independently explore, convincing them that mathematics is actually useful in everyday situations. The rods have been used worldwide for decades for teaching in the area of mathematics as well as other areas. The rods are rarely used in Slovenia, and even when they are, they are not used for the purposes of teaching, but merely as a construction material in free children’s play. The purpose of my bachelor thesis was to display the understanding of Cuisenaire rods and their use as a teaching aid in the area of mathematics in kindergarten. As had been expected, childcare workers did not recognize the Cuisenaire rods by their name. Some did, however, recognize them visually. Since there are no materials available for their use, the practical part of the thesis provides activities for the use of Cuisenaire rods by childcare workers with the aim of being used and tested with goal-directed activities in the area of mathematics in kindergarten. These activities allow us to introduce children to the world of mathematics with methods adapted to their cognitive abilities.