À la fin du XXe siècle, l'école maternelle française est devenue l'école du langage pour toute une tranche d'âge, la petite enfance scolaire, afin de réduire les inégalités scolaires devant l'école. Or le langage, tout comme l'enfance, ne sont pas uniques et uniformes car ils sont socialement variables. La thèse interroge le primat du langage à l'école maternelle d'un double point de vue. Comment des enfances socialement différenciées sont-elles saisies par la norme du langage scolaire, un langage inscrit dans la culture écrite ? Quels sont les langages de l'enfance et quels rap-ports entretiennent-ils ? En prenant pour objet les primes socialisations langagières, la thèse étudie la socialisation plurielle et la différenciation sociale de la petite enfance scolarisée. L'analyse socio-historique montre que le primat du langage à l'école maternelle vient d'une attention sociale au jeune enfant. Après s'être portée sur son corps fragile, elle a investi ses productions symboliques, révélées par une « science de l'enfant » ethnocentrique. Progressivement, le jeune enfant devient un « objet culturel ». Au XIXe siècle, ce processus se situe dans les fractions instruites et dominantes de la bourgeoisie et de l'aristocratie, et les femmes de ces milieux investissent la petite enfance. Une première pédagogie du langage s'invente, au moins idéalement, dans l'école maternelle de la IIIe République qui voulait former un citoyen raisonnable. Mais c'est dans la deuxième moitié du XXe siècle que le langage devient une question scolaire, quand le problème social de l'« échec scolaire » surgit avec la massification. Un champ d'intervention professionnelle se constitue et impose des contenus et des pratiques légitimes. Entrepreneur de la littératie précoce, il véhicule les normes pédagogiques et les attentes de la bourgeoisie cultivée autour d'un « client idéal » : une définition élitiste du jeune enfant, qui présuppose son autonomie politique et cognitive. L'enquête ethnographique décrit des primes socialisations plurielles à la rencontre de plusieurs instances et leurs produits socialement différenciés : l'acculturation scolaire, la socialisation entre pairs, les socialisations familiales, la culture matérielle et symbolique de l'enfance (i. e. culture lu-dique et fictionnelle, culture graphique, alphabétique et lectorale, « traditions scolaires », culture légitime). Elle dévoile comment l'inégale distribution de ces produits langagiers structure des rapports sociaux (de classe et de genre) entre enfants au croisement de l'acculturation scolaire et d'un langage entre pairs. Elle reproduit la structure sociale. L'enquête conclut à une reconfigura-tion des fonctions différentielles de l'école maternelle : autour d'un curriculum réel, duquel une partie des milieux populaires est proche, et d'un curriculum caché, secondarisé, présupposant la réflexivité. Celui-ci est l'apanage des milieux dotés en ressources scolaires et l'objet légitime du champ d'intervention professionnelle de la littératie précoce. Finalement, la thèse montre que la priorité accordée au langage à l'école maternelle au nom de la réduction des inégalités scolaires perpétue la domination scolaire. Elle se réalise par la domination pédagogique que les entrepre-neurs et les entrepreneuses de normes exercent sur les agents des primes socialisations. / At the end of the 20th century, the French nursery school has become the school of language for a whole age group, early childhood, in order to reduce school inequalities. However, both language and childhood are not unique and uniform because both of them are socially variable. This thesis questions the primacy of language in the nursery school from a double point of view: how do norms of school language, i.e. early literacy, affect children from socially different backgrounds? What are childhood’s languages and how are they connected? By taking language socialization as a research object, this thesis studies the plural socialization and social differentiation in schooled early childhood. The sociohistorical analysis shows that the primacy of language in nursery school came from social attention towards the young child. After having studied his fragile body, it invested his symbolic productions, revealed by an ethnocentric “science of the child”. Gradual-ly, the young child becomes a “cultural object”. Over the 19th century, this process took place in the educated and dominant parts of the upper class and the aristocracy. Women from these social groups took a close interest in early childhood. A first pedagogy of language was invented, at least ideally, in the Third Republic’s nursery school which aim was to bring up a reasonable citi-zen. But over the second half of the 20th century, language became a school issue, when the social problem of “school failure” appeared with mass schooling. A professional intervention field of early literacy was formed and imposed contents and norms for legitimate practices. Those early literacy entrepreneurs convey the educational standards and expectations of the cultivated middle class towards an “ideal customer”: by the elitist definition of a young child as someone with pre-supposed political and cognitive autonomy. The ethnographic inquiry describes plural socializa-tion involving several instances together and their socially differentiated products: school accul-turation, socialization among peers, family socializations, children material and symbolic culture (i.e. playful, fictional, graphic, alphabetical and reading culture, “school traditions”, legitimate culture). It reveals how the unequal distribution of these language products structures social rela-tions (both class & gender) between children at nursery school, at the crossroads between school acculturation and peer language. It reproduces social structure. The study concludes that the dif-ferential functions of nursery school are structured around both a real curriculum, (which part of the working class is comfortable with), and a hidden reflexive curriculum, (i. e. as a principal of extended literacy). This latter one belongs to social groups with education resources (i. e. middle class) and is the legitimate object of the professional intervention field in early literacy. Finally, the thesis shows that language established as a priority in order to reduce school inequalities actually perpetuates school domination. It happens through the pedagogical domination imposed by the norms entrepreneurs on the early language socialization’s agents.

This thesis handles the construction and technological project of nursery school in the Brno. It deals with technical reports, technological methods of construction. The report contains technical reporst of building equipment, schedule, design of mechanical assembly, inspection and health and safety at work.

The aim of my diploma thesis is to elaborate project documentation for the execution of a new building of kindergarten. The intention is to construct a new kindergarten which access preschool-age children has visual contact with nature and space of outside. This is purpose why all main windows face south. In the second floor is situated schoolroom for minor activity. The building is designed as brick, using clay blocks which are put on concrete foundation strips. Basement walls are from formwork brick fill concrete and steel armature. Thermal insulation is from contact thermal insulation system and ventilated facade with wood clapboard from pine (Thermowood). The roofing is designed partly as single-shell vegetative (extensive) roof and partly as a float double-shell roof with timber truss girder. Ceiling construction in the basement and the first floor is from concrete load-bearing structure.

This thesis deals with a construction-technology plan of two-story nursery school in Brno, district Bystrc. Thesis contains engineering report, financial and time schedule for structures, project of construction site, noise study, technological notes and inspection and test plans for cast-in-place reinforced concrete slabs and for prestressed concrete Spiroll floor slabs, formwork study, list of main machines used during construction, time schedule, needed quantity of workers and itemized budged for carcass, budged for whole building and comparison of cranes. Moreover, in appendices are drawings of approaches and processes during construction in its different phases.

The subject of this work is the solution of a new building of nursery school in the village of Ivanovice. It is a cellarless, two-storey building for 40 childern. The floor plan is „L“ shaped with orientation of the classes to the south and west which provide enough rate (amount) of insolation which support good mood and development of the childern. The object is situated in medium sloping land mainly in the area of familly and residential houses. The main entrance to the building is situated on the south from where si access road to the object too. Comfort parking is provided by ten parking places, one is determined for disabled people. The lighting and ventilation of all rooms is provided by windows. Roofing is solved using of wooden truss in combination with single casing roof.

The topic of my diploma thesis is „A Nursery School with a Special Classroom“. It is two-storey building, partly cellared with a single-covering roof with parapets. As for supporting system there were used HELUZ two-way walls.The ceiling structure is made of Filigrán, a prefa-monolithic plates. The building is situated southward on slightly-sloping building plot. The whole construction and materials are in accordance with applicable standards of ČSN.

Subject of this master thesis is the structural and technological support for the construction of nursery school in Brno Ivanovice. The aim of master thesis is to design time, financial and material resources. The thesis contains technical report, time schedule, building-site, technological standard, control and quality inspection plan and study of realization of the main stages. Part of the thesis is trade’s specialization.

The goal of the diploma thesis is to describe the issues of structural and regional policies of European Union in the Czech Republic and to create general knowledge about running of drawing financial resources from EU funds for a particular project from an applicant´s perspective. The theoretical part deals with the origins of European Union and formation of regional policy of EU. Afterwords it is focused on the formation of regional policy in the Czech Republic and the project cycle. In practical part the project cycle is applied on a particular project Enlargement of nursery schools in Jihlava – Nursery school Nad Plovárnou 5, Jihlava from setting the targets, applying for the grant and up to the realization of the project itself.

This thesis describes the design of the nursery school in Kostelec nad Orlicí. This is a two-storey building. The building has an atypical shape and is covered flat roof.

The diploma thesis concerns with the school readiness issue in region Cesky Brod. High number of children with compulsory school attendance postponement resists these days, which the government decided to solve with compulsory preprimary year implementation. When framework education programs came into force, schools drew up their own school education programs. The basis, with which they enter the school, diversified. The goal of the thesis is to determine the areas in which most children had problems during the first grade enrollments in Cesky Brod region. The readiness of children to enter school is studied also from the parents' and the teachers' point of view and their points of view are compared. The research combines three methods - observation, questionnaire and case history. For the research during the first grades enrollments the observation was chosen. On the basis of the theory the areas for observation were determined and assessed according to the chosen assessment criteria. The points of view of the parents and teachers were examined in the questionnaire. The areas in which the most children had difficulties during the first grades enrollments were graphomotory and speech development. The parents and the teachers also share this opinion. Weak attention span is mention, in addition, by...