<p>I förskolans läroplan beskrivs att pedagoger ska lägga stor vikt vid att uppmuntra varje barn till att utveckla sitt språk. Under verksamhetsförlagda delar av utbildningen och arbete på förskolor har vi sett att små barn ibland får stå åt sidan för att gynna verksamhet för äldre barn. Att låta barn utveckla sitt språk med stöd av pedagoger och en social miljö är något som påverkar oss resten av livet. Att behärska språket är en nödvändighet i samhället. Syftet med studien är att synliggöra verksamma pedagogers arbete med ett- till treåringars språkutveckling i förskolan. Studien syftar vidare till att påvisa eventuella skillnader i språkligt bemötande ur genusperspektiv. Studien är kvalitativ och bygger på fyra observationer och fyra intervjuer, vilka är genomförda på två olika förskolor. Resultatet presenterar pedagogers arbetssätt och tankar bakom arbetet med språkutveckling, vilka möjligheter respektive hinder de ser och deras tankar bakom bemötande av flickor och pojkar ur språkutvecklingsperspektiv. I resultatet framkom att pedagogerna arbetar med språket på många sätt på förskolan, till exempel genom samlingar, vardagliga möten med barnen och genom att minska barngrupperna för att få mer tid för varje barn. I arbetet med språket ser pedagogerna möjligheter att använda sig av samlingen som pedagogiskt redskap men även utnyttja de vardagliga mötena. Pedagogen själv kan vara ett hinder om inte tiden finns för samtal med barnen då en viktig del av språkstimulansen går förlorad. Vissa pedagoger ser inga hinder alls för språkutvecklingen. Beträffande eventuell skillnad i bemötande gentemot flickor och pojkar visar resultatet att pedagogerna inte gör någon märkbar skillnad utan de alla har värderingen att bemöta alla barn lika. Slutligen diskuteras resultatet i relation till litteraturen och våra egna reflektioner. Studiens slutsats är att uppmuntran, benämning och bekräftelse kännetecknar det språkliga bemötandet i pedagogernas arbete med små barns språkutveckling.</p> / <p>In the curriculum of the nursery school it is said that the teachers shall lay stress on encouraging each child to develop his/her language. During trainee work of the education and the work at nursery schools, we have been witnessing young children step aside in the favour of the older children’s activity. Letting children develop their language with the support of the teachers and a social surrounding affects them for the rest of their lives. Controlling the language is a necessity in the society. The purpose with this study is to visualise how active teachers are thinking and working with a language education for one- to three-year-olds. The study aims further to point out any differences in a linguistic treatment from a gender perspective. The study is qualitative and it is based on four observations and four interviews, which are carried out at two different nursery schools. The result presents the teachers’ way of working and thoughts behind the work with language education, what possibilities and obstacles they see and their thoughts behind the treatment of girls and boys from a language developing perspective. In the result it appeared that the teachers work with the language in many different ways at the nursery school, for instance by gatherings, everyday meetings with the children and by reducing the children groups to gain more time for each child. In the work with the language, the teachers see the possibilities of using the gathering as an educational tool and utilising the everyday meetings as well. The teacher him/her self can be an obstacle if there is no time for talk with the children, whereas an important part of the language stimulation is lost. Some teachers don’t see any obstacles whatsoever for the language development. Regarding a possible difference in the treatment against girls and boys, the result shows that teachers don’t make any remarkable distinction, but they all share the value of treating every child equally. Finally, the result is discussed in the relation to the literature and our own reflections.</p>

Pode a direção de uma escola de Educação Infantil criar um espaço de escuta psicanalítica com a equipe pedagógica, visando desconstruir as visões estereotipadas de criança-problema de modo que cada criança possa ser considerada como um sujeito, ou seja, um enigma que nunca chega a ser solucionado? Essa é a questão que guia este trabalho. Afinal, que criança é essa? Esta pesquisa busca problematizar as diferentes concepções de infância e de educação escolar, explicitando como a criança vem sendo continuamente considerada pela Pedagogia, desde a implantação da educação infantil no mundo ocidental e no Brasil, como um ser natural, biológico ou social passível de ser entendido e conhecido integralmente, com auxílio de outras disciplinas como a Medicina e a Psicologia. Por outro lado, a Psicanálise explicita que, no encontro entre adulto e criança, há uma rachadura por onde se revela o impossível de saber, de controlar, de educar. O mal-estar gerado nesse (des)encontro, principalmente quando se tratam de crianças que não se encaixam nos moldes ideais, vem gerando diversas metodologias e iniciativas educacionais. Algumas reflexões sobre Psicanálise e Educação são retomadas, passando pelos principais psicanalistas que se dedicaram de alguma forma a questões da infância, com especial foco nas práticas de educação psicanaliticamente orientadas. A Psicanálise no Brasil é revista em sua trajetória, com forte influência no campo da Educação, inicialmente com abordagem higienista e culminando com questionamentos da atualidade. As estruturas discursivas lacanianas e os registros simbólico, imaginário e real são conceitos fundamentais para essa leitura de Psicanálise e Educação. A origem da concepção de criança-problema está situada no centro dos primeiros efeitos da Psicanálise na educação brasileira e se desdobra em nomenclaturas e classificações variadas, que atuam mais na segregação e na exclusão das crianças do que em seu processo de inclusão. Como a criança que apresenta problemas na sua escolarização é tomada pelo adulto educador é o principal elemento da discussão sobre a Educação Inclusiva, que analisa desde o próprio conceito de inclusão, o cenário brasileiro e algumas questões específicas da inclusão na Educação Infantil. Nessa perspectiva, a dissertação se direciona para a figura do professor e apresenta algumas possibilidades de formação continuada ou supervisão, como laboratórios de conversação e reuniões de suporte à inclusão, que podem ajudar a pensar nos encaminhamentos e escolhas da direção de uma escola. A experiência profissional desta pesquisadora é trazida em cena para interrogar os efeitos da Psicanálise na gestão escolar e na própria metodologia da pesquisa, além da descrição e análise de uma prática realizada em reuniões de professores para discussão de caso. Nesse modelo de reunião, os professores podem falar livremente, já que não há a intenção de se chegar a um entendimento, um esclarecimento e/ou a prescrições práticas, mas sim a uma implicação subjetiva a partir dos furos do saber. O objetivo é refletir se esse espaço de não-saber pode ser sustentado por uma escuta psicanalítica, mesmo por intermédio da figura da direção, agenciadora do discurso do Mestre. Dado o caráter desta dissertação, não há como apresentar conclusões fechadas, mas sim, abrir caminhos para práticas em educação que sigam em direção a uma ética do sujeito, considerando educadores e crianças como seres de linguagem, irremediavelmente incompletos e com uma face enigmática irredutível a qualquer rótulo diagnóstico. / Is it possible for the board of a nursery school/preschool to adopt psychoanalytic listening with the pedagogical team, aiming at deconstructing the stereotyped views of the problem child in such a way that each child may be considered as a subject, i.e. a puzzle that never gets to be solved? That\'s the question that guides this essay. After all, what child is that? This research tries to analyze the different concepts of childhood and school education, showing how children have been continuously considered by Pedagogy, since the implementation of nursery school and preschool education in the Western world and in Brazil, as a natural, biological or social being which may be fully understood and known with the help of other disciplines, such as Medicine and Psychology. On the other hand, Psychoanalysis shows that, when the child and the adult meet, there\'s a gap through which is revealed the impossibility of knowing, controlling, educating. The discomfort created in this (mis)match, especially when we are dealing with children that do not fit the ideal standards, has generated several methodologies and educational initiatives. Some reflections on Psychoanalysis and Education are made, with special emphasis on the practices of psychoanalytical oriented education and references to the major psychoanalysts who dedicated themselves somehow to childhood issues. The evolution of Psychoanalysis in Brazil is reviewed, considering its strong influence in Education, at first with a Hygienist approach, and concluding with present issues. The Lacanian discursive structures and the Symbolic, Imaginary and Real registers are fundamental concepts for this view on Psychoanalysis and Education. The origin of the concept of a problem child is situated in the heart of the first effects of Psychoanalysis in Brazilian Education and unfolds in several naming and classification systems, which act more towards segregation and exclusion of the kids than for their inclusion. How the child that shows problems in their schooling process is considered by their adult educator is the key element in the discussion about inclusive education, which analyzes the concept of inclusion itself, the Brazilian scenario and some specific issues concerning inclusion in nursery schools/preschool education. From this point of view, the essay discusses the teacher figure and presents some possibilities for continued training or supervision, such as conversation labs and meetings to support inclusion, which can help to think about the choices and decisions made by the school board. The researchers professional experience is called upon to question the effects of Psychoanalysis in school management and in the research method itself, besides describing and analyzing a practice carried out in teachers meetings for case studies. In this kind of meeting, teachers can speak openly, since there\'s no intention to reach understanding, clarification and/or practical prescriptions, but rather subjective implications from the holes in knowledge. The aim is to ponder whether this notknowing space can be sustained by psychoanalytic listening, even if carried out by the board, representing the Masters discourse. Due to the characteristics of this essay, it is not possible to present firm conclusions, but rather to open paths for education practices that follow towards the ethics of the subject, considering educators and children as language beings, hopelessly incomplete and with an enigmatic face that cannot be reduced to any diagnostic label.

My work deals with Waldorf pedagogy, how it began, its characterization, main principles and elements which it uses, especially with traditional ceremonies and rituals. I am introducing you into the characterization of preschool child how it is understood at Waldorf educational system. I am pointing out ceremonies and rituals, which are held universaly at Waldorf nursery schools. I stress out their meaning and contribution for preschool kids. Traditional rituals arecharacterized in our own point of view, depending how we see them. Last part is about one of these kindergartens, in Ceske Budejovice to be more specific.

This diploma thesis deals with the design of the kindergarten in Uničov. The object is designed as a two-storey, non-cellar basement. Because of the almost perfectly flat terrain and purpose of the building, the basement would be unnecessary. The gentle slope which the selected plot shows is oriented to the southeast side. The main entrance to the house is solved from the western side, along the direction of the main entrance to the nursery. It is adjacent to the existing communication with the parking lot towards the Nemocniční housing estate. There are two separate children's wards at the 1st floor, always equipped with a spacious playroom, dressing rooms and a washroom. Furthermore, in the 1st floor there is a large part of the economic zone consisting of a kitchen and related space, a junior flat and a cookery facility. The 2nd floor is reserved for the all-round development of children, both directly attending kindergarten and outside of the interest groups. Therefore, there are spaces such as a language classroom, a workshop room and a hall for other external staff. In addition, there is also a facility for staff and external staff in the form of a meeting room. The east side of the 2nd floor is then reserved for the third children's ward, the backrest consisting of a playroom, dressing rooms, washrooms along with a toilet and, moreover, a lounger. The vertical supporting structures are designed from porous concrete blocks, reinforced concrete and pillar blocks. The ceiling in each level is designed as a reinforced concrete reinforced concrete slab. The building is roofed with a flat single-roofed roof with a slope of 2 %.

The theme of my diploma thesis is processing of project documentation for building a construction of nursery school in Kunštát. Health centre was also designed as a part of the building facility. The capacity of the building are two classrooms in nursery school and two outpatient units. The building is a two-storey building which has basement partly under it. The construction system is bricked from aerated concrete blocks with a ceiling structure made of reinforced concrete prestressed ceiling panels. The perimeter masonry is insulated with an ETICS thermal insulation composite system with mineral wool thermal insulation. The predominant part of the roof of the building is a vegetation extension flat roof.

This master´s thesis is focused on suitable design of a new nursery school building. Nursery school is situated in suburban area, and as such two level design was chosen. The building has U shape outline. Ground floor is intended for basic operation of the nursery school, while the second floor is designed to accommodate various extra-curricular activities. Foundations of the building are made of plain concrete. Porotherm system is used for all walling. Ceilings are made of precast hollow core slabs - Spiroll. Object is covered with a flat roof.

The aim of this thesis was in the range of implement documentation with all the necessary reports and calculations. The project involves the new building nursery school in Bílovice nad Svitavou. Project was created with modern computer applications. This thesis has been processed in accordance with applicable rules and regulations. The thesis is arranged in three parts, separate architectural study, text attachments and drawing part.

The master thesis with the name Nursery school in Sedlejov solves project documentation in the degree in building construction. Nursery school has two floors. The object is without a cellar. As roofing is used a flat roof. Walling system is called POROTHERM with contact insulation from mineral cotton wool.

This Diploma Thesis deals with a new-building project of a nursery school in a cadastral area of the town Tišnov. The building is situated in a calm peripheral part of a town. The building is projected as a single-storey, has an atypical ground plan, aproximately "Y" shaped. Vertical constructions are bricked of ceramic blocks and they are based on foundation-belts. The roof is flat, one-couted, with a classical order of layers. The building is functional divided in economic part and two child´s sections of the nursery school. The general capacity of the nursery school is 48 children.

Diploma thesis is focused on the nursery schools project, which has two floors with a partial basement. Project documentation is at the level of construction execution. The building is located in the district of Frýdek-Místek, in the cadastral Palkovice. Part of the nursery are four units for children and facilities for the operation of the school. Nursery school is a brick of ceramic shaped Porotherm Profi on a masonry foam DRYFIX. The perimeter and interior bearing walls has a thickness of 300 mm, indoor walls are made of bricks PTH 11.5 Profi TL. 115 mm. On the basement walls are concrete block used shuttering tl. 300 mm. Foundation line are made of plain concrete. Ceiling creates the filigree plate with over concrete and the total thickness. is 250 mm. The roof of the buildding is a single-layer flat-lined brick parapet height of 500 mm. There are three prefabricated double staircase and a passenger lift. Lots of flat character is located at an altitude of 314,000 m above sea level Access to land is from the north side. The two main entrances to the building on the north and east facade. In the central part of the building are located facilities for staff and kitchen facilities. Staff entrance is on the south side. Preparing meals is two floors with windows facing north. Between the first and second above ground floor are designed 3 lifts. At the central part directly linked to the two wings of the building. In each wing there are two departments that can accommodate 20 children. The total capacity of the nursery school will therefore be 80 childdren.