The article presents the results of the research on the peculiarties of the stimulating interaction “educator - child” in pre-school educational institutions. The research lasted from 1998 till 2000. its aims was to define the content, type, frequence and it determining factors of the pedagogic “educator - child” interaction in the after reformed kindergarten. The research object was the act of “educator - child" interaction in the 160 randomly chosen groups of Vilnius kindergartens. The acts were divided into the following groups: therapeutic, humane, stimulating, ignoring and suppressing. The research showed that in pre-school institutions stimulating interaction prevailed. When stimulating children teachers usually use questioning, reminding and explanation. The most frequently stimulated are 5-6 and 6-7 and least frequently stimulated 4-5 years old children. The intesity of stimulating frequency depends on teacher’s age and educatin.

Straipsnyje analizuojamos teorinės ir metodinės pasiruošimo priešmokyklinio ugdymo Įgyvendinimo problemos. Jos siejamos su priešmokyklinio ugdymo patirtimi Lietuvoje, dabartine švietimo situacija bei „Ikimokyklinio amžiaus vaikų auklėtojo rengimo standartu “.

Straipsnyje apžvelgiamos 5-6 metų vaikų kūrybiškumo ugdymo aspektai tėvų ir pedagogų požiūriu. Išryškinami kūrybiškumo sąvokos ypatumai bei pedagogo vaidmuo, ugdant vaikų kūrybiškumą. Analizuojami kūrybiškumą skatinantys ir slopinantys veiksniai. Aptariami empirinio tyrimo rezultatai ir pateikiamos išvados, siekiant atskleisti tėvų ir pedagogų požiūrį į 5-6 metų vaikų kūrybiškumo ugdymą. Tyrimo rezultatai parodė, kad pedagogai ir tėvai skatina ir tobulina vaikų kūrybiškumą, nori, kad vaikas taptų kūrybiška asmenybė, mąstytų kūrybiškai.

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.