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The Swedish early childhood system is considered among the best in the world, however, in spite of this, we feel that there exists a conflict between educators’ and parents’ expectations of ‘a good preschool’. During our teacher education training we have observed many different preschools and almost in all of them we have listened to anecdotes about one or more conflicts arising between educators and parents and which we have been able to pinpoint toward differing expectations. After talking with a preschool director, who also perceives that expectations of the preschool aims sometimes differ, our idea brought us to conduct this investigation.In this study, we have investigated parents’ expectations of preschool and compared them with educators’ expectations. This is to see if the notion of having different expectations give rise to a conflict. The preschool in which we made our inquiry was randomly selected and is set in a small town in one of the Stockholm region. Our research issues in investigation were: How do parents and teachers’ expectations about preschool differ? Are there notable differences in the expectations and if so, how do these takes shape? In order to investigate whether different expectations in themselves potentially create conflicts, we applied Bronfenbrenner’s theory on ecological development. We have chosen to base our data collection by way of a survey in order to obtain a larger sample size and create comparable data. We have also evaluated our results with regards to previous research results in this area.Our results prove that there is no big of difference in the expectations between parents and teachers, at least not at the preschool in which we administered our survey. However, we found differences in expectations within the group of parents and within the group of educators. We see a possibility to a conflict on survey questions where parents have answered that, for exampel the time for playing is very important for the preschool to work on while some teachers have answered that is not at all important. We believe that if these people meet in this subject a conflict can start too grow. However, the differences in the responses were not significant enough to be able to see it as a general cause of conflict between teachers and parents at this particular preschool. We belivie that teatchers and parents on this preschool makes the enviorment for the children to a positive learning environment. Bronfenbrenners theory says that if these two enviorment can work together it would bring the most to childrens development.

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The ‘good genes’ model of sexual selection predicts that sexual and natural selection should act concordantly. However sexual selection can favour alleles in males that are costly when expressed in daughters, placing the two in opposition. The relationship between natural and sexual selection depends on the nature of genetic variation for fitness. Laboratory adaptation may deplete sexually concordant fitness variation, overestimating sexually antagonistic variation and obscuring good genes. I investigated sire-offspring fitness correlations in Drosophila melanogaster populations expected to differ in their levels of sexually concordant fitness variation. In maladapted populations, successful sires produced fitter daughters than unsuccessful sires; this pattern was reversed in adapted populations. Several generations later, successful sires in both population types produced lower fitness daughters than unsuccessful sires, consistent with predictions. However, subsequent generations revealed no effect of sire status on daughter fitness, highlighting the difficulty in testing predictions on the evolutionary dynamics of fitness heritability.