The aim of this thesis is to introduce the concept of restructuring the Slavia panel block, which lies on the axis between the station and the center in the town of Hranice. This thesis solves both general and concrete problems of the Slavia housing estate in Hranice. The proposal complements the hierarchy of privacy defined by the new urban structure with diverse typology. The overall goal is to revive the block in and out.

Studienssyfte är att få en inblick i valet av böcker i förskoleverksamheten och de dilemman som finns gällande val av böcker med hjhjälp av semistrukturerade intervjuer. Genom att undersöka hur förskollärare resonerar kring valet av böcker fåår vi en överblick kring deras tankar om momentet. Förskollärarnas resonemang och dilemman som uppståår sätts i relation till det sociokulturella perspektivet som utgåångspunkt och de tillhörande begreppen mediering, remediering och kulturella redskap samt styrdokument och den måålstyrda undervisningen. Den tematiska analysen visar på att hos majoriteten av förskollärarna som deltog så är barnens intresse i fokus antingen ur ett individ- eller grupperspektiv. Resultatet visar på det komplexa arbetet kring böcker och dess möjligheter och begränsningar när det kommer till boken som grunden för undervisning, bååde barns intresse men även utifrå n den m åålstyrda undervisningen. Sammanfattningsvis synliggör förskollärarnas intervjuer hur valprocessen har barnen i fokus men också inflytande fråån olika aspekter. Förskollärarnas resonemang beror på faktorer sååsom tema eller projekt, ååldersgrupp på barnen, deras intressen och behov samt förskollärarnas tolkning av barnens intressen och behov. Eftersom resonemangen hos förskollärarna är väldigt olika ger studien en överblick kring hur de navigerar valet av böcker att ta in i verksamheten. / The purpose of the study is to highlight the reasoning behind the bookchoices made by kindergarden teachers in a kindergarden enviroment.Through semi structured interviews we explore the reasoning for thethoughts behind the books being picked to be a part of the availableselection for the children and the teachers to work with. The reasonings anddilemmas presented is put in relations to the sociocultural perspective andthe associated concepts such as mediation, remediation and cultural tools aswell as the curiculum and goal-directed education. The thematic analysisshows that the reasonings behind the book choices mostly depend on theinterests of the children, either through the individual or group perspective.The results shines a light on the complex reasonings behind selecting booksto use, it’s limitations and possibilities when it comes to them being thefoundation of the education. In summary, the study shows that thekindergarden teacher’s perspectives about the election revolves around thechildrens interests a majority of the time. Their reasonings depends onfactors such as themes or projects, the age of the children, their interests andneeds as well as the kindergarden teacher’s interpretations of said interestsand needs. Since the reasonings cover vastly different lines of though, thestudy illuminates a wide overview on how they navigate the book selection.

Η εργασία αυτή έχει αντικείμενό της την δραστηριότητα της ανάγνωσης βιβλίων στην ολομέλεια της τάξης του νηπιαγωγείου. Χωρίζεται σε ένα θεωρητικό και ένα ερευνητικό κομμάτι. Στο θεωρητικό πλαίσιο, στόχος της είναι να αναλύσει τους λόγους που η ανάγνωση βιβλίων είναι σημαντική στο νηπιαγωγείο. Σε μια βιβλιογραφική αναζήτηση αναλύονται οι τομείς μάθησης που επηρεάζονται θετικά και σχολιάζεται η θέση που έχει δώσει στην ανάγνωση το ελληνικό αναλυτικό πρόγραμμα. Επίσης, γίνεται αναφορά στην αξία των βιβλίων πληροφορίας και τη θέση που έχουν στο νηπιαγωγείο και στο «δικαίωμα» που έχουν τα παιδιά όλων των κοινωνικών στρωμάτων στην επαφή με τα βιβλία και την ανάγνωσή τους. Με βάση όλο το παραπάνω θεωρητικό πλαίσιο, στη συνέχεια, γίνεται μια πρόταση ανάγνωσης βιβλίων αφηγηματικών και πληροφοριών, η οποία προσπαθεί να στοχεύσει στους άξονες μάθησης που επηρεάζονται, με δραστηριότητες πριν, κατά τη διάρκεια και μετά το τέλος της ανάγνωσης. Τέλος, πραγματοποιείται μια έρευνα για να διαπιστωθεί πώς γίνεται η ανάγνωση στο νηπιαγωγείο, με ανοιχτές συνεντεύξεις από νηπιαγωγούς. Στην ανάλυση της συμπεραίνεται ότι υπάρχει έλλειψη ενημέρωσης από τις νηπιαγωγούς, αλλά αναγνώριση της σημαντικότητας του ρόλου του βιβλίου και της ανάγνωσης στις νηπιακές ηλικίες. / In this study, we examined the practice of reading books aloud to children in a kindergarten classroom. The study is devided in two parts. First is the literature search, in which the goal is to analyse all the reasons that reading aloud to children is important. In that chapter, we have found that read-alouds helps children’s vocabulary, spoken word and general knowledge. Also there is an examination of the part that the practice of reading books has in the Greek curriculum. There is a report on the use of informational books and their part in the kindergarten and on the right for all children of any economy status to have access to books. In the next chaprter, we made an example of a way to read books to children with the best practices to do before, during and after, keeping in mind to target the areas that are helped from read-alouds: vocabulary, spoken word and general knowledge. In the last chapter, we examined how the Greek teachers in kindergartens read aloud books to children. The research had fifteen participants answer openended questions in interviews. We found that most of the teachers recognized the importance of reading aloud books but there was lack of knowledge about why it is actually so important.

Made available in DSpace on 2014-06-11T19:27:55Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-04-29Bitstream added on 2014-06-13T18:32:12Z : No. of bitstreams: 1 dinelli_tcs_me_arafo.pdf: 1293078 bytes, checksum: 75c774462e3c62fb92c7c9ef37c362e5 (MD5) / Para o presente trabalho, 235 crianças pertencentes às creches da Prefeitura Municipal de Araraquara foram avaliadas e moldadas com um dispositivo confeccionado com um palito abaixador de língua e cera utilidade na forma dos arcos dentários. No intervalo de um ano, as mesmas crianças foram remoldadas a fim de se verificar se houveram ou não mudanças nas dimensões do arco dentário decíduo. A partir da obtenção dos modelos em gesso, foram realizadas medições por meio de um dispositivo digitalizador tridimensional denominado MicroScribe-3DX nos instantes inicial (primeira moldagem) e final (moldagem após um ano). Foram avaliadas mensurações referentes às distâncias inter-segundos molares, interprimeiros molares, intercaninos, perímetro, comprimento de arco e espaços primatas. Consideraram-se ainda dimorfismo sexual, tipo de arco e influência de hábitos de sucção de dedo e chupeta. Concluiu-se que as dimensões transversais sofreram aumento significativo na dentadura decídua, enquanto que o perímetro, o comprimento e os espaços primatas permaneceram constantes. As distâncias interprimeiros molares e inter-segundos molares apresentaram dimorfismo sexual, mostrando dimensões maiores no sexo feminino. Com relação às medidas de perímetro, comprimento e espaços primatas não ocorreram diferenças significantes em relação ao sexo. As dimensões de comprimento nos arcos não diferem nos arcos decíduos Tipo I e Tipo II de Baume, enquanto que o diâmetro dos arcos do Tipo I de Baume, são maiores do que os do Tipo II. Os hábitos de sucção de dedo e chupeta não provocaram alterações nas dimensões dos arcos decíduos no período observado, de um ano. / Two hundred and thirty five children enrolled in kindergarden of Araraquara public school system were evaluated and cast models were obtained. For this purpose a special apparatus was confeccioned with utility wax and exam stick following the dental arch form. After an year same children were evaluated again in order to observe possible changes in the primary dental arches. Using the cast models some measurements were performed by a tridimensional digitalizer dispositive, MicroScribe - 3DX, on the first and after one year cast models. Second molars, first molars and canine width, arch perimeter, arch length and primate spaces were evaluated. Gender dimorphism, arch type and finger or pacifier sucking habits were also considered. It was concluded that the transverse measurements showed a significant increase in primary dentition, while the perimeter, arch length and primate spaces were stable. The first and second molars width presented gender dimorphism, with higher values in the females. Considering the perimeter, arch length and primate spaces there were no significant differences according to gender. The arch length dimensions were not different between Baume Type I and II arches, althougth Baume Type I arch width were larger than Type II. Finger and pacifier sucking habits had no effect on primary dentition dimensions during the observe period of one year.

The aim of this work is to reflect the experiences of teachers and reveal their attitudes and opinions in connection with the study and their work in kindergarten. How they perceive their experience of studying at the faculty of education? And how they understand their position of students in the context of their profession? Which gender issues are they talking about in connection to their studies and practice in kindergarten? What range of opinions and attitudes they hold against gender aspects of their profession? The work combines two sources of analysis to be interconnected and complement. That is the Framework educational program for preschool education and interviews with teachers. Powered by TCPDF (www.tcpdf.org)

The diploma thesis deals in the theoretical part with various types of sys-tems for the preparation of hot water and specifies the types of solar sys-tems. In the calculation part, it solves the design of kindergarten heating by a system of heating elements. It also solves two variants of hot water preparation in the hot water tank. The design also includes all the equip-ment needed for the proper functioning of the heating system. The exper-imental part compares flat panel and evacuated tube solar collectors.

Syftet med undersökningen är att få en uppfattning om vilka matematiska aktiviteter som genomförs och kan genomföras under sångstunder på förskolor i Sverige och om de genomförs på ett sätt så att barnen arbetar mot målen i läroplanen. Detta eftersom mycket forskning tyder på att mycket matematikinlärning kan ske under sångstunder/musiklektioner. Teori och forskning säger att musik kan utveckla matematiken hos barn på många olika sätt.Min metod var att observera en sångstund på tre förskolor i en kommun och därefter intervjua förskollärarna som höll i sångstunderna.Resultatet visade att lärarna använde en hel del matematik under sångstunderna som det är, några mer medvetna om det än andra. Det visades även att pedagogerna anser att matematiken passar bra ihop med musik. Jag kan se vilka matematiska och musikaliska aktiviteter som genomfördes.Min önskan är att pedagoger ska ge barnen mycket matematikkunskaper under en sångstund. Det märks att där finns matematik till och med om vi inte lyfter det speciellt mycket. Tänk då vad som händer när pedagogen verkligen tänker på att lägga upp det matematiskt. Det jag i synnerhet ser i resultatet är att det är enkelt att få in matematik under sångstunderna och tycker därför att vi borde passa på att göra det. / The purpose of the survey is to get an idea of ​​what mathematical activities thats being used and can be implemented in singing while at nursery schools in Sweden and if implemented in a way so that the children are working towards the goals of the curriculum. This is because much research suggests that much mathematics learning can take place during the singing moments / music lessons. Theory and research says that music can develop mathematics in children in many different ways.My method was to observe a time of singing at three preschools in a municipality and then interviewing the preschool teachers who held the singing moments.The results showed that teachers used a lot of math in time of singing as it is, some more aware of it than others. It was also shown that teachers believe that mathematics fit well with music. I can see what mathematical and musical activities that were carried out.My wish is that teachers should give children much mathematics skills during a time of singing. It is noticeable that there are math even if we do not lift it very much. Imagine then what happens when the teacher really think about doing it mathematically. What I particularly see in the results is that it is easy to get into math in singing moments and therefore think that we should take the opportunity to do so.

Longitudinal research has demonstrated that children’s emotional and social skills are linked to their early academic achievement (Wentzel & Asher, 1995). Children who have difficulty paying attention, following directions, getting along with others, and controlling negative emotions like anger and distress do not do as well in school (Arnokl et al., 1999; McClelland et al., 2000). Academic achievement in the early years of schooling appears to be built on a firm foundation of children’s social emotional skills (Ladd, Kochenderfer, & Coleman, 1997; O’Neil et al., 1997). Higher quality prekindergarten programs are associated with the early years of schooling and more positive academic outcomes in children (Burchinal et al., 2000). Investments in early childhood programs by state and federal governments have been made with a goal of improving school readiness for low income children. These investments are based on findings that show a link between program quality and children’s academic outcomes. Studies of model programs show that intensive early childhood services can improve children’s cognitive, 2 academic, and social skills with gains maintained into adulthood (Burchinal, Kainz, & Cai, in press). The purpose of this study was to create knowledge that indicates the influence of the social emotional skills children gain by completing prekindergarten. Schools in Sevier County, Tennessee that have prekindergarten classrooms in place were chosen for this study because kindergarten is the next experience children will have after pre-k. Kindergarten teachers in the schools chosen were purposefully selected as participants. Kindergarten teachers have the opportunity to make comparisons of differences in academic readiness of students who have completed prekindergarten and the students who have not been in a school environment. Kindergarten teachers may be able to conclude from classroom observation of the 2 groups if there is a difference in academic readiness. Home environments with strong parental involvement were most kindergarten teachers’ first choice for early learning and kindergarten preparation. Teachers realization that a strong home environment is not available to all children encouraged them to appreciate having a high quality public school prekindergarten as an alternative. Kindergarten teachers overall perceptions about the readiness of children who enter their classroom after completing prekindergarten were positive.

Theoretical part of this Diploma Thesis is attend to movement of a children in the pre-school, availness of scholl garden and its facilities from technical and purpose matter. Practical part of this Diploma Thesis is attend to research of Analysis Pre-school gardens, which has and object to ascertain that garden's facilities are conform to pedagogue and children's needs. Key words 1. Child 2. Movement 3. Kindergarden 4. Scholl garden 5. Games elements

Magistro baigiamajame darbe nagrinėjama, kaip ikimokyklinėse ugdymo įstaigose pasireiškia organizacijos kultūra, kai ji yra pagrindas, kuris lemia organizacijos formavimąsi bei vystymąsi. Ji suteikia organizacijai unikalumo, formuoja darbuotojams tapatumo jausmą: kultūros dėka vyksta žmogaus identifikavimasis su organizacija, kurioje jis dirba, taip pat kultūra padeda ugdyti atsidavimą organizacijai, sustiprina organizacijos kaip socialinės sistemos stabilumą, formuoja ir kryptingai veikia darbuotojų požiūrį bei elgseną. / The master work examines how organizational culture comes out in the kindergardens, where it is the basis, which leads to the formation of the organization and development. It provides a unique organization, the workers form a sense of identity: due to the culture human identification is with the organization, where he works, as well as the culture helps to build commitment to the organization, enhances the organization as a social system stability, shape and act targeted employees‘ approach and behavior.