A presente dissertação parte da hipótese de que, por meio da análise do movimento entre o falar e o grafar, é possível entender os modos pelos quais a criança constrói o conceito do nome próprio. Ou seja, ela privilegia o estudo do momento no qual, para cada um dos informantes, o nome próprio deixou de ser uma imagem e passou a funcionar como um símbolo. A pesquisa teve por objetivo geral compreender como a simbolização do conceito de nome próprio se dá. Tomou como objeto de análise a produção de crianças em idade aproximada de três anos, alunos de uma escola pública de educação infantil de zero a três anos, no interior do Estado de São Paulo. Ao longo do ano de 2009, os informantes foram gravados em vídeo, com periodicidade mensal. As imagens foram tomadas durante a realização de uma atividade de escrita do nome próprio. A atividade teve por objetivo tanto registrar o ato da escrita do nome próprio pela criança quanto a fala produzida por ela durante a escrita. Assim, o corpus foi formado por gravações em vídeo, transcrições simples das falas nele contidas e pelas produções escritas de quatro crianças. Partindo da abordagem lacaniana, que considera o nome próprio como um traço que marca um corpo e, designando uma diferença, o inscreve em um lugar, a pesquisa procurou responder de que modo as crianças pequenas interpretam as marcas gráficas que produzem, de modo intencional ou acidental, ao serem solicitadas para escrever seu nome próprio. Na análise dos dados, buscou-se privilegiar os indícios das passagens que mostram a alternância entre os registros do psiquismo humano descritos por Lacan (real, simbólico e imaginário). Cotejando as produções das crianças, foi possível concluir que houve movimentos no e do escrito, tanto entre uma produção e outra quanto na elaboração de cada uma das produções. É possível afirmar que, aos poucos, os informantes atualizaram, no ato de escrever, seu assujeitamento às leis da linguagem e, por este motivo, puderam percorrer um caminho para se apropriar do sistema de representação escrita. Postulamos, portanto, que os traços e os riscos produzidos funcionam como significantes que interrogam a criança e a instigam a fazer reflexões a respeito da escrita. Nesse processo, a professora fez intervenções que potencializaram a reflexão a respeito da escrita e, assim, pôde sustentar o trabalho de reformulação das hipóteses a respeito da escrita como objeto do conhecimento. Com relação às alterações na relação dos informantes com o saber gerados pelo processo, pode-se dizer que eles passaram a buscar maneiras de se representar por meio de uma marca própria e singular. Concluímos, portanto, que o investimento necessário para realizar uma leitura mais atenta da escrita de crianças pequenas é válido, pois, potencialmente, pode proporcionar elementos para compreender os impasses na alfabetização dos mais velhos. / This work assumes that, through the analysis of the movement between speaking and writing, it is possible to understand the means by which the child builds the concept of proper name. In other words, it favors the study of the moment in which, to every one of the informers, the proper name was no longer an image and started operating as a symbol. The overall aim of this research was to comprehend how the concept of proper name symbolization occurs. The object of analysis was the written production of children around the age of three who are students at a nursery school in the countryside of São Paulo. During 2009, the informers were monthly recorded. The images were taken during a written activity in which the students were expected to write their own names. The aim of this activity was not only registering the act when the child writes her own name but also the speech produced while writing. Thus, the corpus was composed for video recording, simple transcriptions of the speeches recorded and four childrens written productions. We first consider Lacans approach, which considers the proper name a feature that creates a sign in a body and, as it designates a difference, signs it up in a determined place. Thus, this research aimed to answer how young children interpret the graphic marks produced by them, deliberately or accidentally, when they are asked to write their proper names. By the datas analysis, we intended to privilege the clues of the episodes that show the alternation between the human psychism registers described by Lacan (Real, Symbolic and Imaginary). By confronting the childrens productions, it was possible to conclude that there were movements in and from the written composition. It is possible to state that, little by little, the informers got up to date, when writing, their antipersonification to the language rules and, for this reason, they could cover a way in order to appropriate the written representation system. We assume, therefore, that the traces and lines produced work as significants that interrogate the child and instigate her to reflect on the written text. During this process, the teacher intervened, improving the reflection on the written text and supporting the hypotheses recast on writing as a knowledge object. In relation to the modifications in the relationship between the informers and the knowledge generated from the process, we could say that they started looking for ways to represent themselves through a singular and proper sign. We concluded, therefore, that the necessary investment in order to read more carefully young childrens productions is valuable, because it may give elements that will help comprehending the difficulties in teaching the older children how to read and write.

Denna studie har haft som syfte att synliggöra i vilka situationer förskolepedagoger och barn på en förskolas småbarnsavdelning använder sig av surfplattor. Faktorer som undersökts har varit vilka kontexter som utgör dessa situationer, vilka beståndsdelar dessa kontexter består av samt vilka motiv och aktiviteter som ligger till grund för användning av surfplattor. Studien har varit av kvalitativ karaktär och har undersökt en småbarnsavdelning med barn upp till tre år på en förskola i Stockholm. För att åstadkomma detta har semi-deltagande observationer skett på förskolan under fyra dagar. Den insamlade datan har ställts mot och analyserats efter Nardi, Dourish och Benyons teorier om kontext samt Blomberg, Burrell & Guests teori om etnografi. Undersökningen har funnit att motivet är den kontextuella beståndsdel som väger tyngst då den ligger till grund för resterande beståndsdelar. De tre motiv som identifierats i denna studie är kommunikation, visualisering och underhållning. / This report has aimed to visualize in which situations tablet computers are being used by nursery school teachers and children at a baby and toddler unit of a nursery school. Factors that have been studied are which contexts that constitute these situations, which components that constitute these contexts and which underlying motives and activities that encourage using tablet computers. The study has been of a qualitative type and has studied a baby and toddler unit at a Stockholm nursery school that include children of three years and younger. Semi-participant observations have been done in a period of four days. The gathered data has been analyzed according to Nardi, Dourish and Benyon’s view on context as well as Blomberg, Burrell & Guest’s view on ethnography. The study has found that the contextual component of most significance is the motive, since it forms the basis of remaining components. In this study, the three motives that have been identified are communication, visualization and entertainment.

This dissertation deals with the language skills of the preschool children in comparison with the expected competences. The main aim of this dissertation is to discover the level of the preschool children language skills and to compare them with the expected competences. The additional aim is to ascertain the activities used by the pedagogues to evolve the language skills of the preschool children. The methods of the language skills development, the support of the communication and language skills in the nursery school and the factors influencing language skills are described on the base of the professional literature in the theoretic parts of this dissertation. The proposal of the solution for the pedagogue's work efficiency improvement and preschool children language skills quality improvement is composed on the base of the testing and the survey.

The thesis deals with the topic of safety and health protection of pre-school children. It focuses on education opportunities for children in nursery school. The aim of the work is to highlight the importance of health and safety education for pre-school-age children and to propose the subsequent possible implementation of a project called Safe in danger into the education of pre- school-age children. The work summaries theoretical knowledge about the developmental peculiarities of a child of pre-school age and possible risks of accidents. There is a condensed legislative framework that is binding on pre-school education, which implies principles for the safety and health of children and presents the expected outcomes formulated in the Framework Education Programme for pre-school education in the area. The theoretical section points to an investigation in the field of selected issues by the Czech School Inspection and presents an overview of programs, projects and materials that can be used to educate children on this issue. The empirical part of the work uses the method of action research. It includes a questionnaire survey, an analysis of school documents that lead to the safety and health of children in nursery school and the design of the project. At the end of the research, due to the...

The topic of the diploma thesis is the development of speech and communication in preschool children. It deals with the possibilities of using children's literature and reading children's books to influence and improve the level of speech and communication between children. The work consists of two parts. The theoretical part defines the development of a preschool child with emphasis on the development of speech and their components. Furthermore, the types and forms of children's literature and its importance in preschool age are introduced. The theoretical part also deals with the individual language levels that it describes. The empirical part is processed in the form of action research. Its main part is a thematic unit with proposed activities and work with selected children's literature. Within the thematic unit, children are more actively involved in children's literature and communication with each other. At the end of the empirical part, the thematic unit will be reflected, evaluated and possible recommendations for further support of speech development and communication of preschool children will be given. The main goal of the work is to improve the level of speech and communication skills in a selected group of children through work with children's literature. Thanks to the thematic unit,...

This thesis describes the design and solution of the object for education of preschool aged children The nursery school situated in Ostrava consists of two classes, each with capacity of 20 children. Outdoor playground and parking lots for visitors and employees are included in the project. Building is designed as double-storeyed with partial basement and with extensive green roof. Floor plan is irregular, corresponds to few slipped (blended?) rectangles. Walls are made of ceramic blocks, ceilings is made of precast cencrete panels Spiroll.

The aim of my thesis is to design and elaborate the project documentation for construction of the nursery school in the cadastral area Prague-Černý most. It is a two-storey partially basement building, witch with its layout corresponds to the conditons of the building operation. Nusery school is designed for 4 departments after 24 kids. The construction system of the object is designed as Porotherm system. External load-bearing structures are designed as ventilated facade with thermal insulation of 180 mm thickness. Vertical load-bearing structures of 1st and 2nd floor will be lined with brick blocks Porotherm 38 profi and 1.S bricks from the Best 30 permanent formwork. The inner bearing walls are designed with Porotherm 24 profi and Porotherm 11,5 Profi is used for non-load-bearing masonry. The exterior facade cladding is designed from HPL compact laminate boards. The internal staircase is half-turn stairs, reinforced concrete, monolithic. Horizontal supporting structures consist of Porotherm ceramic concrete system (POT beams and miako insert) with a thickness of 250 mm. The roof is designed as a vegetation, some of witch is supplemented with a gutter. The windows and doors are plastic-aluminium. Floor coverings are designed taking into the use of individual rooms such as floor screed, ceramic tiles and cork floors. The main aim of my work was to solve the disposition for the given purpose, to design a suitable construction system and to draw up the drawing documentation including the text part.

The topic of this thesis is a project documentation of a Nursery School located in Trencin part Juh. The object had been designed as a stand-alone three storey building. The topic of this thesis is a project documentation of a nursery school located in Trencin quarter - Juh. The object has been designed as a stand-alone three storey building with two above- and one under-ground floors. Nursery school consists of two separate classrooms for kids, part for operations and employees, two creative areas, basement with storage space and garden. Only basic food is going to be prepared directly in the building, main courses will be brought by external provider and warmed up. A combined wall construction system made of Porotherm 30 Profi bricks and one reinforced concrete pillar have been used. In the basement the walls are constructed using permanent shuttering filled with concrete. Ceilings are of reinforced concrete. The object is founded on foundation stripes. The roof is then designed as one-shell flat with standard order of all layers. Above the 2nd floor the roof is projected as walk able , in the eastern part above the 1st floor as walk able with concrete paving on the rectification pads and above western part of the 1st floor it is designed as green vegetation roof. The access road to the object leads to the northern side of the building. In the eastern part of the estate an independent parking lot for parents is located, in the western part then one for employees and supplying. The southern part of the object is occupied by garden with projected area for playing and stay of the kids outside.

The topic of diploma thesis is a comprehensive study of urban development area, located between the Terezy Novákové street and Žilkova street, in the Řečkovice and Mokrá Hora disctrict in Brno. The side of the Žilkova street is built up of numbers of family houses. Terezy Novákové street divides the site and the former barracks, nowadays serving as depositary of the Technical Museum in Brno. The task is to design residential complex of minimum capacity of 180-200 ppl/ha and a 2-class numery school with appropriate facilities.

The topic of the master`s thesis solves nursery school with longue in Hlušovice. It is 2-storey building. The building designed with ceramic bricks Porotherm and prestressed hollow core slab. Not walkable flat roof. The entire building is based on a concrete strip footings and no basement.