An empirical study of in-school and out-of-school day care

The purpose of this study was to determine if there were differences between in-school and out-of-school day care centres. Five centres housed in public schools and five housed in other locations were selected for the research. Aquality assessment was administered in each centre which examined the following components - physical environment, adult social structure and socia-emotional environment, children's socia-emotional environment, cognitive stimulation program and toys and equipment. Quantitative analysis using simple t-tests showed a significant difference between in-school and out-of-school day cares for the physical environment variable. Differences approached significance for the children's socia-emotional environment variable as well as overall quality. Qualitative analysis using a triangulated methodology revealed noticeable differences for every variable. The researcher concluded that both the quality of the physical environment and the capabilities of the administrators strongly influence the quality of the day care environment. This study also included an assessment of children's attitude toward learning. No significant difference was found between in-school and out-of-school centres.

Handbook for inspecting primary and nursery schools : with guidance on self-evaluation.

Este manual ha sido publicado para marcar las directrices que han de seguir tanto las inspecciones escolares, como los inspectores en sus visitas a las escuelas de primaria y jardínes de infancia, aunque, también es de utilidad para la autoevaluación escolar.Con él,se garantiza que el proceso de inspección es de la más alta calidad y que las decisiones sobre una escuela son a la vez justas y rigurosas. Incorpora los requisitos del sistema de control diferenciado, por el que se establecen dos tipos de inspecciones. Una inspección corta para las escuelas más eficaces, y una inspección completa o intensiva para el resto; ambas llevan un resumen de los informes para los padres, escritos en el mismo formato estándar. Este nuevo sistema de inspección se aplica desde enero de 2000.

A summary of Canadian history : from the time of Cartier's discovery to the present day with questions adapted to each paragraph for the use of schools /

"Tenth thousand."

St. Catharines Public Schools Honor Pupils certificate to Bessie Bell, December 1910.

A St. Catharines Public Schools Honor Pupils certificate presented to Bessie Bell, dated December 8, 1910 and signed by G. E. Lounsbury, Teacher. This certificate was in the possession of the Richard Bell Family of St. Catharines, Ontario.The certificate reads: "Bessie Bell is this day entitled to receive this public expression of approbation for Industry, Good Conduct and Regular Attendance, for the week ending December 8th 1910. Parents are particularly requested to enquire for a card of this kind at the close of each week."

Grand Lodge of Ontario Independent Order of Odd Fellows - William H. Cowan

A certificate from the Grand Lodge of Ontario Independent Order of Odd Fellows to brother William H. Cowan. He has been admitted as a member of Livingstone Lodge No. 130 at Merritton 19 October 1909. The certificate is signed and dated by W. Brooks (Secretary) and S.A. Poplestoise (Grand Master) December 7, 1911. Cowan received the Degree of Truth.

L’identité en projets : ville, architecture et patrimoine. Analyse de concours à Québec et à Toronto

Dans un contexte de globalisation et de profusion des discours identitaires, la thèse examine le concept d’identité, ses définitions et ses usages dans les débats et les pratiques de la ville, de l’architecture et du patrimoine. Les interventions sur un bâtiment historique révèlent autant le rapport identitaire de la société avec son histoire que celui avec le monde contemporain. La recherche traite de concours d’architecture dans deux villes canadiennes qui aspirent à se positionner à l’échelle internationale, l’une focalisant sur l’aspect contemporain global et l’autre sur l’aspect historique et local. L’objectif de la recherche est d’une part de contribuer au dévoilement du processus de construction identitaire des villes contemporaines à travers les projets d’architecture. D’autre part, il s’agit d’analyser le processus d’identification et l’identité architecturale dans son rapport à l’histoire et à la contemporanéité dans la pratique au sein de bâtiments historiques. La ville devient un objet de communication, qui use de marketing urbain, pour augmenter sa visibilité. L’architecture devient un moyen de communication utilisé pour transmettre une identité visuelle. La méthodologie combine l’analyse des discours, ainsi que l’analyse de l’architecture et de sa représentation. Le choix du concours du Centre d'accueil et d'interprétation de la Place-Royale à Québec (1996) et de l’agrandissement du Musée royal d’Ontario (2001) à Toronto permet d’appréhender les différentes facettes du concept d’identité et de révéler les enjeux locaux et internationaux. Le fait qu’il s’agisse de concours donne accès à un corpus de discours qui comprend les programmes, les politiques de la ville, les présentations des architectes et la réception. L’histoire de chaque concours ainsi que l’analyse sémantique des discours de la commande éclairent le rapport entre les processus et les intentions et permettent de mettre en lumière les enjeux locaux. L’analyse des discours textuels et visuels des architectes dévoile le processus d’identification des projets, les différents types de référents impliqués ainsi que les stratégies de communication employées. L’analyse des projets rend compte des caractéristiques de l’identité de l’architecture contemporaine et son rapport avec le patrimoine. La recherche dévoile l’importance des discours et de la communication dans la construction identitaire des villes en amont des concours ainsi que le débat sociétal que la question pose. Durant le processus d’identification architecturale, le biais induit par la commande amène une emphase et une surenchère des discours historiques par les architectes dans le cas de Québec. Les projets proposés misent sur une mise en scène de la ville historique et du patrimoine et focalisent sur l’expérience visuelle des visiteurs. Dans le cas de Toronto, l’intérêt pour l’aspect global et spectaculaire dans la construction identitaire de la ville en amont du concours, génère un engouement pour une représentation attractive des projets et pour une architecture iconique.

Exposure to foods’ non-taste sensory properties: a nursery intervention to increase children’s willingness to try fruit and vegetables

Activities that engage young children with the sensory properties of foods are popular with nursery schools, despite the lack of evidence for their efficacy in increasing children's consumption of healthy foods. This study provides the first empirical exploration of the effectiveness of a non-taste sensory activity program in a nursery school setting. Ninety-two children aged between 12 and 36 months were allocated to either an intervention group, who took part in looking, listening, feeling and smelling activities with unusual fruits and vegetables every day for four weeks, or to a non-intervention control group. In a subsequent mealtime taste test, children touched and tasted more of the vegetables to which they had been familiarized in their playtime activities than of a matched set of non-exposed foods. The results demonstrate that hands-on activities with unfamiliar fruits and vegetables can enhance children’s willingness to taste these foods, and confirm the potential for such activities to support healthy eating initiatives.

Assessment of the diet of 0- to 6-year-old children in municipal schools in a Brazilian city

Diet control is one of the important factors in the prevention of dental caries because food functions as substratum for fermentation and, consequently, for the formation of the organic acids that demineralize the tooth surface. This study aims to descriptively assess school diet and the associated caries-preventive methods applied to children in all municipal nursery schools of a Brazilian city (Aragatuba/SP). For this, a questionnaire with open and closed questions was used. The results showed that all schools serve school meal, which is composed mainly of sugar, carbohydrates, and proteins. The students enjoy the meal very much because for most of them, the meal served at school is the only source of food. It was observed that 90% of the schools offer other kinds of food besides the main school meal. The snacks served such as cakes, white hominy, and milk fudge are composed of sweet and highly cariogenic foods. It was also verified that in 13.30% of the schools, the daily supervised dental hygiene, an important procedure that should not be neglected, is not carried out. This procedure introduces the children to healthy habits that are added to those acquired in the family environment. It was concluded that the school diet is potentially cariogenic and, in association with the lack of daily dental hygiene, this potential may become even higher.

A health program for the nursery school,

Mode of access: Internet.

A importância da afetividade na relação pedagógica

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Emergência da escrita na educação infantil: de pequenino…de muito pequenino…

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Educação alimentar infantil: potencialidades de estudantes de educação de infância

Resumo: Na promoção de comportamentos alimentares saudáveis ao longo da vida. que deve iniciar-se o mais precocemente possível, a educação alimentar é um elemento chave. O jardim-de-infância é um espaço efectivo na implementação de projectos de educação alimentar, onde os educadores de infância são actores imprescindíveis. Este estudo teve como objectivo desenvolver uma metodologia apropriada para identificar as capacidades de estudantes de educação de infância e avaliar as suas aptidões no contexto da educação alimentar infantil. A população alvo do estudo foram estudantes do 4ºano da licenciatura em educação de infância de instituições públicas e privadas da área metropolitana de Lisboa (n=287). Construiu-se um videograma, integrador dos domínios da aprendizagem (cognitivo e afectivo) e dos factores associados aos comportamentos em saúde (predisponentes, capacitadores e de esforço). A construção dos questionários estruturou-se em: conhecimentos-atitudes-comportamentos.Pretendia-se que os estudantes transmitissem a sua opinião, de acordo com os questionários.Os estudantes manifestaram conhecimentos, no âmbito da alimentação infantil e da utilidade e aplicabilidade da educação alimentar.Nenhum estudante apresentou conhecimentos negativos, numa escala de zero a 18 valores, 86,9% obtiveram uma classificação entre 11 e 17 valores e 13,1% a classificação máxima.A atitude dos estudantes revelou-se consensual com o desejável, 98,5% apresentaram atitudes positivas face aos aspectos estruturadores das actividades de educação alimentar.No domínio do "saber fazer" 51,0% dos estudantes demonstraram fragilidades no seu desempenho/comportamento. Em conclusão, a utilização do questionário demonstrou ser apropriado para a medição dos conhecimentos, das atitudes e como forma de os estudantes, após visionarem o videograma, espelharem o seu desempenho/comportamento face à representação do educador de infância. A taxa de resposta nunca foi inferior a 98,9% (n=284). No domínio dos conhecimentos, os estudantes manifestaram concepções positivas no campo da alimentação infantil e da educação alimentar. As atitudes enfatizaram-se no domínio afectivo, nos aspectos relacionais e comunicacionais. No domínio dos comportamentos, 91,8% dos estudantes apresentaram dificuldades na identificação dos aspectos menos correctos do desempenho dos actores do video, o que pode sugerir lacunas no âmbito do "saber fazer". Abstract:Nutrition education is key element to promote lifelong healthy eating behaviours and it must begin since early stages of life. Nursery schools are an effective space in the implementation of nutrition education projects, where the nursery teachers are indispensable actors. The aim of this study was to develop an appropriate methodology to identify nursery education student´s skills and evaluate their attitudes in the childhood nutrition education's context. The study's population were students of the 4th degree in private and public nursery education universities in Lisbon metropolitan area (n=287). A video integrator of learning domains (cognitive and affective) and of factors associated with health behaviours (predisposing, enabling and reinforcing) was developed. Questionnaire´s construction was structured in: knowledge-attitudes-behaviours.According to the questionnaires students were asked to transmit their opinion. Students revealed knowledge, in the scope of the childhood nutrition and in utility and applicability of nutrition education. No students presented negative results in knowledge ina zero - 18 scale; 86,9% students obtained a classification between 11 and 17 and the maximum classification was obtained by 13.1% students. Student's attitude was according to win the desirable, 98,5% student´s revealed positive attitudes in the nutrition education's structure aspects of chilhood activities.In the domain of the "know to do" 51,0% of students showed fragilities in their performance/behaviour. In conclusion, the questionnaire´s utilization confirm to be appropriated in measurement knowledge and attitudes and also, after watching the video, as a way for students reflect their performance/behaviour face to the nursery teacher´s representation. Answer´s rate was never lower than 98.9% (n=284). In the knowledge's domain students demonstrated positive conceptions in the childhood nutrition and nutrition education's fields. Attitudes were emphasized in the effective domain in the communication and relational aspects. In behaviour's domain 91.8% students presented difficulties in identifying the less correct aspects of the video actor's performance what may suggest gaps in the "know to do" scope.

Smile-kids: uma experiência de educação e formação de educadores de infância em creches

O presente estudo pretende descrever o programa de intervenção, baseado no desenvolvimento de conhe‑ cimentos e competências em educadores de infância relacionados com a alimentação, crescimento, desen‑ volvimento e adesão a novos alimentos na primeira infância. Os educadores de infância das creches (18 no total) participaram no programa de intervenção, que ocorreu entre dezembro de 2013 e fevereiro de 2014, acreditada pelo Ministério da Educação, Conselho Científico-Pedagógico da Formação Contínua. Globalmente, a oficina de formação constituiu-se como um espaço de reflexão, análise e exploração de temáticas relacionadas com os estilos de vida na primeira infância, num total de 25 horas de formação presencias e 25 horas de experimentação no contexto de trabalho das formandas. Procurámos centrar os momentos formativos numa pedagogia baseada na partilha, expo‑ sição de perspetivas singulares entre pares, colaboração e iniciativa conjunta. Explorámos as expetativas das formandas relativamente à oficina de formação e as suas representações sobre a alimentação em crianças. A experiência terminou, mas com um sentido expectável de continuidade, pois deixou marcas em todos os que participaram. As implicações para a prática foram testemunhadas por todas as formandas.

Strongyloides stercoralis and other Enteroparasites in Children at Uberlândia City, State of Minas Gerais, Brazil

To evaluate the rate of infection by Strongyloides stercoralis and other enteroparasites a survey was conducted in the city of Uberlândia, State of Minas Gerais, Brazil. A total of 900 stool samples from 300 children aging from four months to seven years, randomly selected in ten nursery schools from September 1994 to December 1995, were examined, both by the Baermann-Moraes and Lutz methods. Thirty nine children (13%) were found to be infected by S. stercoralis, 64.1% were boys and 35.9% were girls. Taking all the enteroparasites as a whole the results of the survey pointed out that 265 (88.4%) of the 300 children were infected by the following: Giardia lamblia, 78.3%; Ascaris lumbricoides, 15.3%; S. stercoralis, 13%; Hymenolepis nana, 6.7%; hookworms, 6%; Enterobius vermicularis, 4%; Hymenole-pis diminuta, 4% and Trichuris trichiura, 0.7%. From 265 infected children 64.5% were mono-infected, 27.2% were infected by two parasites and 8.3% had a poly-specific parasite burden. It was concluded that strongyloidiasis is hyperendemic in this area

Healthy breaks: tasty tips for the under fives

Today the Public Health Agency is launching a new resource pack designed to assist nursery schools and playgroups deliver a healthy breaks scheme.All nursery schools and playgroups in Northern Ireland will receive the pack - 'Healthy breaks for pre-school children' - which includes a poster and information leaflets for parents explaining why a healthy break is so important for pre-school children and some tips and ideas for healthy nutritious breaks.Judith Hanvey, Regional Food in Schools Co-ordinator, appointed jointly by the PHA and the Department of Education, said: "Break-time snacking schemes currently operate in many pre-school settings across Northern Ireland, however they are implemented in different ways. The PHA has developed this new guidance so that any existing or future schemes have the information that they need to deliver a healthy break programme."Judith explained why a healthy break is so important for pre-school pupils."Young children have small stomachs but high requirements for energy (calories) and nutrients. This means that healthy snacks between meals are very important to make sure that they get all the nourishment they need."Childhood is also an important time to establish good eating and drinking habits for later life."Healthy eating schemes give children the knowledge and opportunity to make healthier choices."The Department of Education and Department of Health, Social Services and Public Safety recently launched 'Healthy Food for Healthy Outcomes: Food in Schools Policy', which builds on the nutritional standards which were introduced in 2007 by the Department of Education.The policy encourages a 'whole school approach' to all food and drink provided and consumed in schools. This ensures that children have the opportunity to benefit from a healthy balanced diet, which can aid learning, leading to improved educational outcomes. It also requires that every school should have their own whole-school food policy in place by September 2014. Nursery schools that receive funding from the Department of Education must follow this policy.This is also in line with the position taken by the Department of Health, Social Services and Public Safety's 10 year obesity prevention strategy, A Fitter Future for All, which aims to take a consistent approach to healthy food within early years settings.