Subject of my diploma thesis is design of new kindergarten for approximately 75 children in village Velký Týnec near Olomouc. Design is made in level of detailed design. The purpose od desing is hand in hand with the concept of preschool education - it is based on the fact that a younger age child has acquired the basics of key competences and thus has the prerequisites for his / her lifelong learning that would allow his / her easier and more reliable application in society. The architectural concept is based on a mutual dialogue between investor (supervisor) and designer (student) and takes into account the territorial, property, historical and other relationships in the given locality. Proposed building is an arched, non-duplex, two-storey building. The facades of the building are designed as ventilated, with wooden tiles, the roof is single-faced with a sloping attic. Entrance to object is from north side. First floor is divided into three parts - central part with entrance atrium and two side wings with nursery schools. Second floor consists of the third department of kindergarten, headmaster office and the quarantine room. The static desigh of object is made up of ceramic blocks on the first floor, and on second floor, the system is combined with cross-sections which are led by columns. The ceilings are designed from pre-stressed spiroll panels. Park landscaping was designed on the surrounding site.

The aim of my dissertation is to elaborate project of documentation for the execution of a new kindergarten. The building is designed as a sand-lime block Sendwix with concrete foundation strips. External walls are insulated by contact thermal insulation system. Ceiling are designed as a cast-in-place reinforced slabs. The roof is consists as a warm flat extensive green roof.

This masters thesis deals with the drafting of project documentation of kindergarten. The block of flats is situated on flat land in the cadastral territory of Brno - Zebetin on parcel number 3195. The building has two floors and there in total 2 classes. The structural system is designed from the system Therm. Roofing flat roof with attic.

The subject of this thesis is design of a new kindergarten for 36 children in the village Uhřice near Kyjov. The design is made in level of detailed design. The designed building is a partial basement, two-storey building of elongated shape. The facade of the building is designed as ventilated with wooden cladding, the northern part of the building is with contact thermal insulation system. The building has two single-layer flat roofs, one with a vegetation layer, the other with a PVC roofing with an attic. Entrance to object is from south side. On the first floor there are two separate departments for education of children with facilities and there is a technical-economic background in third part. On the second floor there are special classrooms that can be used by both the kindergarten and the adjacent elementary school, as well as the public. There is also a central office, a meeting room and a special speech therapy room. On the underground floor there are warehouses and technological facilities. Static scheme of the building consists is combined system of ceramic blocks and reinforced concrete columns with girders, in the basement is used reinforced concrete walls. The ceilings are designed from prestressed spiroll panels. Park landscaping was designed on the surrounding site. The purpose of the object is in the concept of preschool education. The concept is based on children acquiring the fundamentals of key qualities from outset and acquiring prerequisites for their lifelong learning.

The aim of diploma thesis is a design of project for realization of a building of kindergarden construction. Also there are solved suitable disposition for this purpose and design of a bearing structure with a respect to static and thermal part of documentation. Part of kindergarden is designed as day nursery. That means the building is used for care for children in age of 6 months up to 6 years. The kindergarden has three classes with overall capacity of 60 children. The day nursery part of the building has capacity of 12 kids. The building has two floors without basement, groundplan has irregular arched shape with structurally divided parts. A shape and altitude of the building is adapted to vertical alignment of a ground. The main entrances into the building are situated from two height levels of a slope. A residential rooms are situated from southeast to southwest. Part of the building is protected from north by adjacent soil. The structural system of kindergarden is timber. Structurally divided part of day nursery is a combination of hidden reinforce concrete skeleton and lime-sandstone masonry system. A ceiling structure is made of glue laminated timber system. Roofing of the building is solved as vegetational roof with a smooth connection to slope terrain by arched structure. A facade is made as breathable system of timber plates.

Barn ska få möjligheten att växa upp med, och uppleva, vuxna sammanhang samt visuell komplexitet i sin omgivning. Utan dessa utbyten och objekt i sin omgivning utvecklas barns delaktighet i samhället som ansvarsfulla medborgare långsammare. Detta är projektets utgångspunkt. Förskolan Bullerbyn är, precis som namnet tyder på, en liten by med olika verksamheter där förskolan ligger i fokus med en central gård. Barnen kommer i kontakt med vuxna som arbetar i byggnaderna intill: bageriet levererar bröd och fika, restaurangen lagar mat till lunchen, ett snickeri delas med ateljéerna, utställningslokalen drar till sig både vuxna och barn i sin verksamhet och kontorsfolket kommer och går genom uteplatsen. Den samhällskomplexitet som barnen förtjänar och växer av finns genom denna variation.   Den visuella uppbyggnaden av byn bygger på samma idé, att komplexitet är något som barnen behöver för att växa och förtjänar för att må bra. Med hjälp av platsens historiska kontext skapas en by med en basal men även abstraherande ornamentik för att dels fånga barnens intresse och dels skapa lager av ornament som leder till flera tankar och utforskningar. / Children should be given the opportunity to grow up with and experience an adult context and visual complexity in their surroundings. Without these exchanges and objects in their surroundings, the children’s ability to partake in society as responsible citizens is considerably diminished. This is the projects starting point. Kindergarden Bullerbyn is, just as the Swedish name Bullerbyn entails, a little village with different types of occupants and agencies where the kindergadren is the central occupant along with the large central square. The children come in contact with the adults that work in the adjacent buildings: the bakery comes with bread and snacks (fika), the restaurant prepares the food for their lunch, the woodshop is shared with the ateliers, the exhibition space draws in both adults and children to its happenings and the office workers come and go through the central space. It is through this variation that the children are given the societal complexity that they deserve and thrive in.   The visual composition of the village builds upon the same idea, that complexity is something that the children need to grow and deserve so that they can be glad. Through the use of the locations historical context, the village is created with a combination of abstract ornamentation to firstly interest the children and secondly to create several layers of ornamentation that lead to further thoughts and explorations of the space.

The aim of my master's project is to design a new building of kindergarden with nearly zero energy consumption. The project consists of three main parts. The first part is to create project documentation. The building is designed regarding to architectural expression. The kindergarden is split into two departments each for twenty children. It is single storey building with saddle roof. It is based on concrete foundation and under them there is foam glass. External walls are made of sand-lime blocks which are insulated with a contact thermal insulation system. The second part is to assess the energy performance of the building and usage of energy from renewable sources. The building uses ground source heat pump as a heating, air is provided by mechanical ventilation with heat recovery and eleckricity is partly provided by a photovoltaic system. The last part of master's project evaluates the building by the method of multi–criteria analysis. For this evaluation I used national method SBToolCZ.

The aim of this project is a reconstruction of a former kindergarten building in Žďár nad Sázavou to a community center with several functional units. The existing building was bulit in 1960s. The site is located on the border of the old and new buildings – on one side, there is a Stalingrad housing estate from the 1950s built from brick houses in the socialist realism style. On the other side of the site are built new family houses, which are quickly expanding. The smaller part of the object is still used, the rest is abandoned. The house is surrounded by a large garden. The garden is defined by a fence and trees in a way, which creates a barrier, so the building does not communicate with surroundings in any way. The aim of the project is to create a centre of Stalingrad connected with surroundings and creating a meeting place for communities living in the area by using building interventions.

Syftet med detta examensarbete är att undersöka förskollärares erfarenheter, uppfattningar och strategier gällande användningen av digitala verktyg i förskolan. Undersökningen syftar även till att utforska vilka faktorer och utgångspunkter som vägleder deras praktik på området. Till undersökningen intervjuades åtta förskollärare, varav två informanter hade vidareutbildning till pedagogista och pedagogisk utvecklare. Studien utgår från en kvalitativ metod med semistrukturerade intervjuer. Det sociokulturella perspektivet används för att förstå interaktioner och lärande med hjälp av digitala verktyg. Resultatet visar bl.a. att förskollärarna upplever god tillgång till digitala verktyg, där de ser både möjligheter och utmaningar med dessa. Majoriteten av informanterna upplever att kollegorna är positiva till användningen av digitala verktyg, medan två informanter påpekar en brist på kollegial samsyn, vilket leder till sporadisk användning och behovet av att starkt motivera syftet med dessa verktyg i verksamheten. I undersökningen poängterar även förskollärarna att vårdnadshavare ofta använder digitala verktyg på ett sätt som inte gynnar barnens utveckling, vilket skiljer sig från förskolans pedagogiska användning. Sammanfattningsvis ger studien en inblick i hur förskollärare navigerar i det digitala landskapet, med syftet att integrera teknik på ett sätt som stärker pedagogisk kvalitet och barns lärande. Samtidigt belyser studien de rådande utmaningarna och oenigheter internt bland kollegor, i samverkan med barnens hemmiljö likväl till regeringens utskott kring slopade krav om digitala verktyg och WHO:s riktlinjer.

This thesis deals with children with impaired communication ability who are educated in regular kindergarden we use preschool also. The implementation of the research was selected as the research sample of 5 children with impaired communication abilities, specifically impaired developmental dysphasia. The theoretical part deals with the classification of impaired communication skills and the definition of developmental dysphasia. Comprehensively deals with the integration and education of children with ICA in regular kindergardens, preschool teacher quality and its role in the development of a child with ICA, focused on the development of children with developmental dysphasia. It also monitors the cooperation of kindergarden, parents and experts in the form of a speech therapist, workers SPC and PPC workers. The purpose of the research is based on interviews with parents, teachers, teacher assistants and direct short-term observation of the research sample in the form of 5 children with developmental dysphasia, who are educated in regular kindergarden to explore the learning process of a child with developmental dysphasia in regular kindergarden and map risks and benefits affecting his education.