This diploma thesis deals with the design of a kindergarten in Kunovice near Uherské Hradiště. The kindergarten has two above-ground floors. There are two classes on the first floor, each for 25 children. Part of this floor is a kitchen with copmlete equipment to provide all-day dining. On the second floor there is a small library with computers and teachers´facilities. The structural system is made of brick made of ceramic fittings covered with a flat and countertop roof. The work includes project documentation fot the construction.

The diploma thesis processes the documentation of project which displays a building of school facility with an area for kindergarten and center of leisure time. Construction is situated in village Jesenice, part of Zdimerice, in district Prague – west. Resolving land is located within growing residential region. The new building is designed as a standalone with two aboveground floors, covered with flat vegetative rooftop with extensive greenery. The entrance into the object is mutual for both organizations. At the first aboveground floor is positioned the kindergarten with two sections each for twelve children. The second aboveground floor is designed with the purpose for center of leisure time activities for children and young adults. It includes art studio, ceramic workshop, ballet hall, musical or computer classrooms with the overall capacity of forty-three children. The space is lay out in accordance with conditions of barrier-free use.

This diploma thesis deals with the elaboration of project documentation for the construction of the Beruška Kindergarten in Uherský Brod. The building is designed as a partial basement with two floors, the second floor is made only above part of the building. There are two classes on the first floor, each class has facilities for employees. Furthermore, we find food preparation with warehouses, facilities for employees and a director's office. On the second floor there is a classroom for preschoolers and a classroom for language teaching, including a cabinet. The building is designed as a brick of brick blocks covered with a flat roof.

The purpose of this non-experimental research study carried out in Shanghai, China, was to examine parents’ perceived parenting styles (authoritarian, authoritative, and permissive) and parental involvement (home-based involvement, school-based involvement, and home-school conferencing) in relationship to children’s overall school readiness among third-year kindergarten children (5-6 years olds). In addition, this study investigated how, if at all, the use of various parenting styles moderated the effects of parental involvement on children’s development of school readiness, while controlling for child gender and household income. Three hundred and twenty ( N =320) parents and 22 teachers of third year kindergarten children from four kindergartens in two districts of Shanghai participated in this study. Each parent participant completed a parenting survey consisting of three parts: demographic information, the Parenting Styles and Dimensions Questionnaire (PSDQ) and the Family Involvement Questionnaire(FIQ). The teachers completed the Early Development Instrument (EDI), a school readiness assessment for each child which covers five development domains: physical health and well-being, language and cognition, social competence, emotional maturity, and communication and general knowledge. The results of this study indicated that authoritative parenting was positively correlated to children’s school readiness, and authoritarian parenting and permissive parenting were negatively correlated to children’s school readiness. Only authoritative parenting had a significant unique influence on children’s overall school readiness skills while controlling for child’s gender and monthly household income. In addition, although all three types of parental involvement were positively related to children’s school readiness score, only home-based involvement had a significant unique influence on children’s school readiness while controlling for child’s gender and monthly household income. Controlling for child’s gender, and family income, authoritative parenting moderated the effects of school-based involvement and home-school conferencing on children’s school readiness skills. Specifically, the effects of school-based involvement and home-school conferencing were enhanced in the context of high authoritative parenting style. In contrast, the effects of school-based involvement and home-school conferencing were decreased in the context of low authoritative parenting style.

The Shanghainese language is currently in danger of becoming extinct. An increasing number of Shanghainese youth born in the 1990s are unable to speak Shanghainese. The Shanghai government officially issued a paper on the teaching of Shanghainese in Shanghai kindergartens in May, 2013 as a way of maintaining and developing Shanghainese. As a result, 20 public kindergartens were selected to start the teaching of Shanghainese on a trial basis in September. 2014. The purpose of this study is to document the implementation, understanding and perceptions regarding the teaching of Shanghainese in Shanghai kindergartens. More specifically, this study includes a detailed description and analysis of the teaching of Shanghainese in three Shanghai kindergartens (one demonstration kindergarten, one first-level kindergarten and one second-level kindergarten). Using a multi-case study approach, three kindergarten principals, six kindergarten teachers and six parents were interviewed separately. Sources of data include observations, audio-recorded interviews, and documents. In general, the teaching of Shanghainese across the three kindergartens is primarily implemented by an increase in the daily use of Shanghainese, the use of ballads in Shanghainese, and playing Old Shanghai alley games in Shanghai kindergartens. By applying Krashen’s acquisition and learning hypothesis and input hypothesis, the teaching of Shanghainese is implemented with an attempt to create an acquisition-rich learning environment for children to acquire Shanghainese with sufficient comprehensible input. However, there is much more that needs to be done in creating an acquisition-rich learning environment and for there to be a sufficient and quality comprehensible input in helping children learn Shanghainese. The results contribute to our fledgling knowledge about the teaching of dialect in general and specifically in Shanghainese kindergartens for teachers, administrators, and policy makers.

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Shyness is characterized by anxious and reluctant behaviors that may put children at risk for underperforming academically. Previous research has observed that active behavioral engagement in the classroom improves academic performance, however, shy children show deficits in this type of engagement. The current study examined whether behavior skills training (i.e., instruction, modeling, rehearsal and feedback) improved active engaged behavior in pre-K and kindergarten-age children using a multiple baseline across participants design. Four children between 3 to 5 years of age with varying shy behaviors as reported by their parents were asked to complete a series of math worksheets prior to and during intervention. Participants’ hand -raising and question asking were measured. Due to limitations, it is unclear whether the present study’s BST protocol was effective in increasing engagement. Future research should examine the use of BST, in-situ training, and application of skills in the natural setting.

Aim of thesis: The aim of this thesis is to monitor the relationship between the place of residence and the mastered level of motor skills together with the quality of children's speech. At present, there is a more frequent postponement of school attendance, caused by deficiencies in speech or insufficient level of motor skills. The nature of the activities of preschool children has changed considerably, mainly due to the influence of technology. Physical activities and an active way of spending free time have a significant effect on the development of children's motor skills. Other goals of this thesis are to find out whether children have an adequate level of motor skills and speech before starting school and to prove whether there is a connection between delayed motor skills and speech problems. Method of thesis: The motor test MABC-2 was used to develop the research of this diploma thesis; articulation test according to Hrušková using picture cards for children; a questionnaire which five questions in paper form, which was distributed to the parents of the tested children; an interview with eight kindergarten teachers, where I had prepared three questions and then left room for free discussion and analysis of school education programmes of individual kindergartens with regard to the educational...