Dauguma mokslininkų kalbėdami apie karjeros projektavimo vieną iš pirmųjų elementų – ugdymą karjerai, nurodo, jog jis turi prasidėti asmens mokykliniais metais. Tačiau visi pamiršta, kad žmogui daugeliu atveju svarbiausias amžiaus tarpsnis – ankstyvoji vaikystė, jo ikimokykliniai metai. Šis laikotarpis turi didelės įtakos tolimesnei žmogaus raidai, kuo vaikai užsiima, kaip jie yra ugdomi šiuo laikotarpiu, lemia ir jų karjeros siekius bei karjeros kokybę tolimesniais raidos etapais. / When scientists are talking about the first element of a career development most of them state that it must start at school age. However they almost always forget that in many cases the period of early childhood and preschool age is the most important period in human’s life and very important for his further development. The way how children are educated also determines their career aspirations and the quality of their future career.

Orientador: Lídia Parsekian Martins / Banca: Ary dos Santos Pinto / Banca: Roberto Hideo Shimizu / Resumo: 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. / Abstract: 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. / Mestre

Subject of the masters’s thesis is new building of kindergarden in Jevíčko. The building is designed in flat terrain. The main entrence is oriented to the northwest. The building consist of two storey and has partial basement. Supporting structures consist of brickwork and celings Porotherm. Roof is flat with asfalt felts.

The diploma thesis deals with the gender-differentiated attitude to which children are exposed from birth. The aim of ethnographic research, which was carried out in the kindergarten environment, was to find out how parents and teachers socialize pre-school children. Another aim was to find out whether gender stereotypes were reproduced in a kindergarten. For this purpose, I conducted an observation in the kindergarten class, which I then supplemented with interviews the parents of the children and also with the teachers of the kindergarten. An experiment was also part of the research. The thesis consists of two parts - theoretical and empirical. The theoretical part introduces the basic concepts and arguments related to the research question. The empirical part of the work is devoted to methodological procedures, further it consists of analysis of interviews with parents, teachers, but also analyzes of the observation in kindergarten and experiment with children of preschool age.

The main object of my diploma project is complex of schools in Czech city Ostrava on the place Černá louka (in English Black meadow). The plot is next to the city centre from one side, from the other side its in neighbourhood of nature across the river. At the moment the place is used as an gallery of miniatures. The whole area is mix of many functions, from living to shopping, market, gallery, theatre and many other. In 2010 there were a competition about Černá louka, a Dutch studio Maxwan won and designed a cultural cluster in the ring of buildings on Černá louka. They desided to place a school in our parcela, because its great connection between nature and city. I used this idea and worked on it. The main mass is composed by 5 objects - school, kindergarden, high school, gym and community centre. In the centre of whole complex there is a playground - it will play an active role in the daily life of schools. The gymnastics hall as such can perform as sqaure: a meeting place, a theatre, a room for ceremonies and festivals. At the same time it will form the connection between different functions of school.

My thesis is based on the topic of the adaptation of children with different first languages to the social surroundings of a kindergarden. The aim of the thesis is to explain the challenges of the pre-school education especially in the period of a foreign child´s inicial adaptation to the kindergarden environment. The thesis is divided in two parts - the theoretical part and the practice part. In the theoretical part of my work I have focused on the callenges faced by a foreign child in a Czech kindergarden, on the preparation of the kindergarden to satisty the needs of a child with different first language and finally on the proces of the child´s adaptation to the kindergarden environment. The practical part of my work accumulates the knowledge based on my own experiences with my Czech speaking daughter in the Austrian Kindergarden as well as the two Vietnamese girls in the environment of a Czech Kindergarden. The foundings of the practical part of my thesis are complimented by semi-structured interviews with the kindergarden teachers.

The subject of this project is a nursery school in Sokolnice. The building consists of four departments, facilities for personnel and kitchen. The building is designed as a two-storey cellarless building. It has concrete foundations. The external walls are designed from POROTHERM 425 T Profi bricks with internal insulation. The internal vertical construction is designed from POROTHERM bricks for thin-layer masonry. The supporting structure of roof is provided by slab method Spiroll. The entrance doors are made from aluminum sections, plastic windows. The building has single-layer flat roof with waterproofing coating.

Forskning visar att en sjuttonåring som regelbundet har läst och/eller lyssnat till texter har ca 50 000-70 000 ord i sitt ordförråd medan en sjuttonåring som inte har läst och/eller lyssnat till texter har ett ordförråd på ca 15 000-17 000 ord (Dole, Duffy, Roehler, & Pearson, 1991). Syftet med studien är att skapa större kunskap kring högläsning i förskolan. Högläsning och samtal kring litteratur framkommer även i den reviderade versionen av Läroplanen för förskolan (18, rev 2019 s. 8) vilken träder kraft i juli 2019. Detta är ytterligare en anledning till att förskollärare ska förespråka högläsning av litteratur i verksamheten, det ingår i deras uppdrag. Vi vill undersöka hur förskollärare beskriver att de använder sig av barnlitteratur som ett pedagogiskt verktyg i verksamheten, hur de resonerar kring delaktighet och hur de upplever att barnen har inflytande under högläsningen. Forskningen grundas på en kvalitativ metod genom intervjuer. Intervjuerna innefattar åtta förskollärare på fyra olika förskolor. Resultatet visar att förskollärarna medvetet läser med syftet att högläsning ska leda till språkutveckling och andra kognitiva lärprocesser. Det är något som förväntas av dem idag. Att endast ha syftet ”varva ner” med hjälp av högläsning anses enligt förskollärarna vara mindre legitimt, de menar att något mer syfte måste ingå i en högläsningssituation. Andra syften som förskollärarna belyser under högläsning är socialt lärande samt fysiskt lärande. Resultatet visar även att barns inflytande förekommer men varierar beroende på barngruppens storlek vid en högläsningssituation. När färre barn deltar får de själva välja böcker samt diskutera boken som blir läst. Vid helgrupp tystar förskollärarna barnen mer under högläsningssituationer på grund av att det blir för stökigt att låta en stor grupp diskutera fritt under högläsningen. Avslutningsvis leder mindre barngrupper i förskolan till mer inflytande för varje individuellt barn före, under och efter en högläsnings situation

本研究採用民族誌取向之質性研究方法，探討一個園長的領導。目的在瞭解利園長（化名）從入園開始是如何領導園所、型塑園所的樣貌及其過程中所使用的策略。在將近一年半的時間裡，研究者以訪談、參與觀察、文件檔案和研究日誌等方法收集資料，並以紮根理論研究方法作分析，主要發現為：利園長用「家」的圖像隱喻幼兒園，將自己定位為「母雞」，並用分享、關懷和照顧等行動來營造幼兒園的社會環境。於物理環境方面，則是從實體環境和教職員工的行為著手改變並注意持續。人事行政上則從福利制度、會議、活動及象徵名詞利用..等著手，來達到穩定人事和凝聚人心的目標。關於課程與教學的領導，「評鑑」成為明顯的分界，評鑑後藉由「教授在園輔導」之外力，幫助園所繼續朝向目標前進。整體課程與教學的領導來看，園長乃在協助教師實踐教學；提供教師接受訓練、專業發展的機會並對於園所的課程活動有所影響。於領導策略部分：比較利園長於環境、人事行政、課程與教學之領導策略，可以發現部分策略於不同目標下的重複出現，如：以身作則、個人學習、賦權、適時增讚與鼓勵、對錢慷慨等。將本研究所提煉之領導策略與過去文獻相較，亦見極高之相似度。 　　整體而言，評鑑前利園長偏向於人事行政和環境的領導，評鑑後則以課程與教學為焦點。內外因素如：「評鑑、園長經驗與能力以及個人人格特質」均交互影響著利園長的領導。賦權、近程戰果的出現和願景以及教職員工對園長信任度的交錯，使得至園願意繼續改革的長征。園長的領導是藉由強化他人（教職員工）來強化自己（園所），運用關懷和傾聽平衡效率和人性的協調。最後，研究者並發現長期的領導歷程及成果來自中期和短期歷程的完成及堆疊。 　　根據上述之研究發現，提出「隱喻、願景和目標的思索；再思例行性工作；揭開自己園所文化；重思領導與學術研究的關係；積極掌握園長在課程/教學的影響及角色；檢視自我領導歷程及目標的串連關係」等六項建議。其他建議有：翻譯或編寫有助於園長領導、管理之用的作品；建立園長見習、實習制度；以及未來仍可開發更多關於「園長領導、園長與教師互動」議題之研究。 / This research used ethnology approach to explore a director's leadership in the kindergarten. The aim is to understand how director Mrs. Lee (faint name) led the kindergarten from the date she went in. Also how she sculptures the image of the kindergarten and the strategies that she used in the process. Within one and half year the researcher interviewed, observed, filed and took note to collect all the data. Then used ground theory to analysis and find that Miss Lee described the kindergarten as a home, she sees herself as the hen. Sharing, caring and loving were used to promote the kindergarten's social environment. Other environments were from the actual environment and staff's behavior to start to charge or continue. As for personnel administration were from welfare system, meeting and activities to gather the will of the staffs and stable the personnel. About leadership in curriculum and teaching, she clearly used "assessment" as the dividing line. Before the assessment on the kindergarten. Miss Lee was leading toward the areas in personnel and environment. But after the assessment, she moved to the areas of curriculum and teaching as her main focus. Internal and external inferences were likes: "assessment, director's experiences and abilities, also individual personality" will cross interferences with Miss Lee's leadership. Overall the director's leadership was to strengthen others (staffs) to strengthen self (the kindergarten), using caring and listening to balance up efficiency and human nature. At the end the researcher also found that the processes of long-term success were pilling up of the results from many short term or middle term to achieved it. According to findings that mention above the researcher had six advises: "raised deep thoughts in metaphor, vision and aims; rethinking about routine works; uncover your kindergarten's culture; self assessment in the connection between process of the leadership and aim." Other advises had translated or compose can help director's leadership, products of administer, build up on directors to learn on the job, trainee system and have more researches in director's leadership and interaction between director and staff in the future.

<p>Godkännandedatum: 2015-06-07</p>