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Identifier 000410356
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Title Αποφοιτώντας από το νηπιαγωγείο : το πορτραίτο των παιδιών μέσα από τα μάτια των νηπιαγωγών πριν εισέλθουν στο δημοτικό σχολείο
Author Κουνάλη, Ευφροσύνη
Thesis advisor Ε. Γουργιώτου
Abstract In Greek research area have not devised exploratory studies describing the portrait of young children just before the fulfillment of their preschool education, using an alternative form of assessment, specifically a curriculum-based-assessment rating rubric. The principal purpose of this postgraduate/master’s dissertation is the study of developmental and learning characteristics of preschool children, shortly before graduating from kindergarten. For this reason, preschool teachers from nine public kindergartens of Greece evaluated their students at the beginning of the school year, with the help of this rubric, while the same occurred at the end of the school year for students of four from the nine kindergartens. The sample consisted of 127 young children, who studied in kindergarten in three different areas (urban, suburban, rural). From exploring young students’ knowledge, attitudes and skills appears that in the beginning of the school year and as well as at the end of it the majority of children have sufficiently obtained enough of the intended capabilities of learning and development areas οf Greek curriculum D.E.P.P.S. for kindergarten and in particular of spoken language, reading, writing and written expression, mathematics, the anthropogenic and natural environment, figurative art, dramatic art, physical education, music as well as information technology, but also the learning area of personal and social development of the pilot curriculum “Program Spoudwn Nipiagwgeiou”. According to research results, gender, age as well as the area of kindergarten constitute differentiating factors of learning and developmental characteristics of preschool children. In particular, concerning gender, it is concluded that in the beginning of the school year a kindergarten’s boys surpass in an intended capacity of speaking, five of reading, and one of writing and written expression. Moreover, three kindergartens’ boys predominate in five different intended skills of mathematics, but also in two of those of personal and social development. Meanwhile, one kindergarten’s boys excel in one of the intended capabilities of visual, as in a computer. In particular, concerning gender, concluded that in the beginning of the school year a kindergarten boys excel in an intended capacity of speaking, five of them of reading, as in a writing and written expression. Moreover, the boys three kindergartens predominate in five different target skills of mathematics, but also in two of the personal and social development. Meanwhile, one kindergarten’s boys surpass in one of the intended capabilities of figurative art, as well as in one of computer. At the end of the school year, the superiority of οne kindergarten’s boys is obvious in the same target capacity of speaking, in two of those in mathematics, as well as in one of computer. On the contrary, at the beginning of the school year, girls predominate in one of the intended skills of reading, two of the natural environment, and one of those of figurative art, while at the end of the school year the girls excel at a different target capability of reading, in two of the personal and social development, and in one of figurative art. Regarding age, it results that the young students of a kindergarten in which they study again, fall short in one of the intended capabilities of the human environment, as well as in three of the natural environment. As for the location of kindergarten, it is realised that at the beginning of the school year, most students of kindergartens in three geographic areas have sufficiently conquered one of the intended abilities of the oral speech, the natural environment and information technology, and some of them have conquered reading, writing and written expression, personal and social development, anthropogenic environment, figurative art as well as physical education. Moreover, most children of kindergarten in urban and rural areas have sufficiently conquered half of the intended reading skills, writing and written expression, figurative arts like music, some of the intended skills of mathematics, personal and social development, anthropogenic and physical environment, information technology, as well as one of dramatic art. Furthermore, in the beginning of the school year, most students of kindergartens in urban areas have sufficiently conquered one of the intended abilities of listening, reading, writing and written expression, music, five of mathematics, the most of those of anthropogenic and natural environment, as well as the dramatic art. Most children of rural areas of kindergarten have sufficiently conquered a target capacity of the natural environment, music, and four of those of information technology. At the end of the school year, most students of kindergarten in urban areas have sufficiently conquered some of the intended skills of six learning areas, while the same applies for some of the intended capabilities of three learning areas for most children from suburban kindergarten. It should be noted further, that only one of the intended abilities of personal and social development, as well as one of anthropogenic environment has sufficiently mastered by most children of suburban and urban areas of kindergarten. More specifically, most students of kindergarten in urban areas have sufficiently conquered one target capacity of reading, natural environment and music, some of those of dramatic art, the anthropogenic environment, figurative art and computing. Most children of suburban kindergarten have obtained one of the intended capabilities of the anthropogenic environment and computing, but also some of the natural environment. In conclusion, most kindergarten students from both urban and semi-urban areas have sufficiently conquered one of the intended abilities of personal and social development, as well as one of anthropogenic environment.
Language Greek
Issue date 2016
Collection   Faculty/Department--Faculty of Education--Department of Preschool education--Post-graduate theses
  Type of Work--Post-graduate theses
Permanent Link https://elocus.lib.uoc.gr//dlib/b/5/6/metadata-dlib-1499933142-566038-6605.tkl Bookmark and Share
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