This paper analyzes the parents and other spiritual challenges faced by educators in order to create optimal conditions for realization of the adaptation options education development periods. As a child – youth need to experience the positive experiences that did not disturb the child’s natural emotional, mental, physical and social development of the personality. The main challenges for educators – create proper conditions. Diverse and positive development of corresponding age group experiences, brings personality to recognize the new situation and choose the best treatment there who promote good emotional well-being. It education readiness to successfully overcome personal crises and positively adapt to the changes in society in later stages of development. Successfully started the child’s learning process must continue in the family and pre-school education. The main challenge for educators – to choose the right educational direction of the child’s birth and consistent assessment of the situation to follow every lead to harmonious emotional, spiritual, physical, mental and social development of the child’s personality.

The paper analyzes challenges faced by parents and other educators striving for creation of optimal conditions for the realization of adaptation options during sensitive developmental periods. In childhood and juvenility it is necessary to acquire positive experience, which does not impair the natural emotional, mental, physical and social development of child’s personality. The main challenges to educators are to create favourable conditions for this. Diverse and positive experiences that correspond to the developmental stage of a child, enable a young personality to recognize the situation and choose the most appropriate behaviour, which promotes emotional well-being. Thus, individual’s readiness to successfully cope with personal crises and to positively adapt to the changes in society in later stages of development is nurtured. The child’s learning process, which successfully started in the family, has to continue in pre-school education institutions as well. a major challenge to educators is to choose the right educational approach as early as birth of a child and to consistently observe this assessing the situation, which would lead to a balanced emotional, spiritual, physical, mental and social development of child’s personality.

The paper analyzes challenges faced by parents and other educators striving for creation of optimal conditions for the realization of adaptation options during sensitive developmental periods. In childhood and juvenility, it is necessary to acquire positive experience, which does not impair the natural emotional, mental, physical and social development of child’s personality. The main challenges to educators are to create favorable conditions for this. Diverse and positive experiences that correspond to the developmental stage of a child, enable a young personality to recognize the situation and choose the most appropriate behavior, which promotes emotional well-being. Thus, individual’s readiness to successfully cope with personal crises and to positively adapt to the changes in society in later stages of development is nurtured. The child’s learning process, which successfully started in the family, has to continue in pre-school education institutions as well. A major challenge to educators is to choose the right educational approach as early as birth of a child and to consistently observe this assessing the situation, which would lead to a balanced emotional, spiritual, physical, mental and social development of child’s personality.

The article presents the analysis of scientific literature and insights of researchers into the topic of positive parenthood perception of parents raising pre-school children. The topic of positive parenthood is widely discussed in scientific literature of foreign countries (Coste, 2009; Sanders, 2010; Durran, 2010; Faber and Mazlish, 2012; Dreikurs and Solts, 2012; and others). The presented research was conducted in the nursery school ‘O’ (hereinafter n/s X) in Vilnius City on 17 February – 10 March 2016. It involved 110 parents raising children of pre-school age, who completed a questionnaire survey. For their research, the researchers selected an institution that they had cooperated with for five years implementing teacher and parent education in the context of positive parenthood. The analysis of research findings revealed the perception of ‘positive parenthood’ of parents raising pre-school children. Summarising the research findings, principled provisions of the research participants towards children were highlighted that were manifested through parents’ perception of own children. The greater part of the research participants referred to their child as a difficult child (20 %), an obedient child (19 %) and a happy child (17 %). Moreover, a statistically reliable result was determined between the way parents described their children and the tolerated behaviour of children. The research data revealed that the majority of parents gained their knowledge and experience about children education from the experience of their own parents and searched for information independently, and only a small part of parents addressed specialists (psychologists, social pedagogues and others).

The goal of this work is to analyze the importance and impact of ethnic culture and national identity on education and development of early childhood both in a family and family‘s cooperation with an educational institution. Ethnic culture is the core of nation‘s existence, survival and its strength. It is also the foundation of national culture. Therefore, today, education based on ethnic culture is one of the most important themes to be discussed if one analyzes current policies on education. Education based on ethnic culture and active cooperation of educational institution and a family help to create a community that is ethnically reasonable, initiative, mature, responsible and creative. The object of this Master Thesis – the ethnic-cultural education. The goal of the Thesis – theoretically and empirically substantiate a model of education based on ethnic culture. Research methods: analysis of scientific literature and documents, projection, experiment, modulation. The following has been achieved: analysis of pre-school children education in a family and educational institution issues; suggested an early childhood model, which teaching methods and plans of activities are based on ethnic culture. A pre-school that exists in reality has been chosen as a model for analysis and modulation of its environment, unification of community, teaching methods, cooperation of community members. A conclusion suggests the main criteria which are required for modulation of Early Childhood education based on ethnic culture.