During the interwar period, local press played a major role in the socio-cultural life of the local communities in the Greater Poland region. With the high number of periodicals, the local press had a substantial influence on the socio - cultural life and education in the towns and cities of the region. It played a major educational role. It had an educational influence on the local communities, because the periodicals propagated models and forms of social and family life among them. The political and ideological stance of most of the periodicals was clearly defined as Catholic and national, therefore, the models of social activities that they promoted were consistent with this worldview. In consequence, the press propagated educational principles and ideas on upbringing, models of the family, a wife - mother, a husband - father, and children compatible with Catholic Social Teaching and the ideology of National Democratic political parties (Stronnictwo Narodowe [National Party], Narodowa Demokracja [National Democracy]). The model of the farmers’ families and those of the Middle Class was consistent with the clearly defined National Democratic ideology prevalent among the members of the local communities of Greater Poland, with its deep-rooted Catholicism, and with the experiences (characteristics, qualities) that became established in the times of the Partitions of Poland.

Santykiai tarp mokytojų ir tėvų dažnai nepakankamai įvertinami ar naudojami vaiko gerovės kontekste. Dažnai nepastebimos efektyvios raidos, ypač ugdymo, galimybės. Nepaisant temos plėtojimo pedagoginėje literatūroje, praktikoje mažai kas pasikeitė į gerąją pusę. Be to, santykių pobūdis nėra diferencijuojamas pagal vaiko ugdymo etapus arba tikima, kad jie yra esminiai tik iki tam tikro amžiaus, pavyzdžiui, paauglystės, o po to jie nebeegzistuoja. Šis straipsnis aktuali-zuoja santykių diversifikacijos problemą tarp ugdymo institucijų (darželiai, mokyklos) ir namų, atsižvelgiant į vaiko / mokinio raidos etapus, jo poreikius, iškylančias problemas. Tinkamesnis mokytojų, taip pat ir tėvų ugdymas šioje srityje galėtų daryti teigiamą įtaką vaiko veiklai ne tik mokykloje, bet ir už jos ribų.

The aim of the article is to present the work for the family carried out at the turn of the 19th and 20th century. The reports, comments, and information included in the article show the beginnings of educational and pre-school institutions. They serve as a proof of the activity aimed at supporting the family undertaken by a part of the society of Poland.

On the basis of historiography and new historical sources, the article analyses models applied upbringing children of upper nobility in the Grand Duchy of Lithuania in the 16th c. – the middle of the 17th c. The general and individual factors characteristic of the upper nobility of GDL, which predetermined upbringing of the children from the target social stratum, are discussed. Attempts are made to identify how early socialisation of girls and boys occurred as well as to discuss teaching of elder children (girls and boys) of upper nobility including the content of their teaching.

Author analyses some perspectives and interpretations of relations between school and parents in the past. He points out how they were developing in the Middle Ages and in the time of Reformation. In that time cooperation of parents and a school was understood essentially different as today. In the Middle Ages the relation between parents and a school was clear and mostly non-problematic, at least regarding the contents, methods and objectives of education. Relations inside the school were an image of relations inside the family. In the time of Reformation status was not essentially different, still educators as Johannes Sturm began more intensively to think about meaning of cooperation between a school and a family.

The research aim was to examine some factors of physical activity in families with 5-6 years-old children and physical education in the kindergarten, and to assess the effectiveness of the created educational project of physical activity stimulation in a family. The following research methods were applied: the project of physical activity stimulation in a family, survey, group conversations with children, descriptive statistics. The project lasted for three months. 278 families with 5-6 years-old children from 17 Klaipėda preschool institutions participated in it. Children participated in physical education classes in the kindergarten twice a week. They learnt different tasks and games during them. The teacher continuously emphasised which tasks and games should be performed at home together with parents. Three pieces of homework were given every week (for 30 min). The homework consisted only of those physical activities, tasks, and games which were performed in physical education classes in the kindergarten; therefore, they were measured, uncomplicated, and realised in such a way that at least one of the parents could definitely perform them together with their child. The research data suggests that the majority of the 5-6 years-olds’ parents, participating in the project of physical activity stimulation in a family, had higher education, a half of them did mental, sitting job, and only a tenth did sport systematically. Parents thought that the majority of their children were physically active, often asked their family members to do sport together, a third of them attended sports and dance clubs. The majority of the parents were positive about children’s physical education in the kindergarten; however, more than four fifths did not assist in organising health and sport events. The majority of the children liked physical education classes during the project of physical activity stimulation in a family, and they willingly told their family members about physical activity content. Family members mostly performed homework tasks together with the child 1-3 times a week, but not systematically. Mother or father mostly did sport together with the child. A child, who is systematically physically trained in a preschool institution, can stimulate his family’s physical activity. Five-six year-old children liked being the organisers of physical activity in their family. During the project the children often asked their family members to perform together the tasks or games, they had learnt in the kindergarten, at home. They were able to reveal clearly to the teacher the situations of physical activity in their family. On the other hand, children are just a go between a teacher and their parents. They are unable to realise all their physical potential by themselves, defeat parents’ unwillingness to do sport together, therefore, close collaboration between teachers and parents is essential. Both preschool teachers and parents should see physical activity as a basic (self)-educational component, model child’s physical activity, create favourable physical and social environment.

The provisions of the UN Convention on the Rights of the Child oblige to respect and implement the rights of the child, and to respond respectively while organizing education. In order to stop violation of the rights of the child it is necessary to organize law education and the easiest way to do this is at school. One aspect of implementation of the rights of the child is related to a possibility of a child to use and to protect actively the rights himself/herself; therefore, law education becomes a means of providing a child with such possibility. This article aims to reveal the preconditions for implementation of children’s rights at school. i.e. to analyse the General Programmes and Education Standards and to identify possibilities for integration of children’s rights into the content of education.

The majority of research and counselling practice indicates that coping with divorce and risky child´s development after divorce is related to how parents themselves can handle divorce. In recent years (thanks to changes of the family act as well) the number of cases where both parents after divorce want to take care of their children and the cooperative parenting is fundamental to ensuring the physical and psychological needs of the child has been growing. In the article the legal frames of child divorce protection as well as the actual data about custody ruling in the years after emended family act are described. There are different ways during the process of divorce in which the parents could get support toward positive parenting professionally. Thy can seek helping service themselves voluntarily, e.g. family counselling centers. The other possibility is that the public institution accounted for minor’s custody during the process of divorce or family court obliges the parents to take part in a particular divorce intervention mandatory. In Slovakia a pilot programme is currently being prepared. This would serve as a support for cooperative parenting after divorce or separation, both voluntary and mandatory. The aims, content and methods the programme are analysed in the paper. What is more, the paper mentions the resources that have been used in creating the programme as well as some studies regarding the effectiveness of interventions.