Tyrimas buvo organizuojamas, siekiant ištirti tėvų dalyvavimo ypatumus Šiaulių miesto ikimokyklinio ugdymo įstaigų veikloje ir numatyti jų dalyvavimo galimybes. Literatūros šaltinių analizė parodė, kad aktyvus tėvų dalyvavimas ikimokyklinio ugdymo įstaigų veikloje skatina tarpusavio pasitikėjimą ir pagarbą, leidžia išvengti nepagrįstų lūkesčių vaiko atžvilgiu ir siekti bendradarbiavimo ir partnerystės. Tyrimo rezultatai atskleidė tėvų požiūrį į teikiamų paslaugų kokybę, komunikavimo ir informacijos sklaidą, įstaigos veiklos valdymą ir organizavimą, tėvų švietimą ir dalyvavimą įsitraukiant į ikimokyklinio ugdymo įstaigos veiklą. Apibendrinus abiejų respondentų grupių vertinimus, paaiškėjo, jog dar nepakankamai išnaudota dalyvauti skatinančių metodų sistema, nes tėvai neaktyviai dalyvauja kuriant ir įgyvendinant įstaigos strateginį planą ir metinę programą. Dar nėra veiksminga informavimo sistema ir neišvystyta informacinių technologijų plėtotė. Remiantis atliktais tyrimais, pateikiamos tėvų dalyvavimo Šiaulių miesto ikimokyklinio ugdymo įstaigų veikloje galimybės, siekiant lygiavertiškos partnerystės. / The research was organized on the way to investigate the characteristics of parents’ participating in the activities of Šiauliai pre-school educational institutions and planning ahead the possibilities of their participation there. The analysis of literary showed that active participation of parents’ in the activities of pre-school institutions motivate self-confidence and respect, it lets avoid unfounded expectations in respect of child and tries for cooperation and partnership. The results of the research disclosed the parents’ attitude to the quality of the provided services, the dissemination of communication and information, the management and organization of the institution, parents’ education and their involvement in the activities of pre-school education. Summarising the assessment of the both respondent groups, it emerged that the system of stimulating methods is not used too often, because parents are not active founding and realizing strategic plan and annual curriculum of the institution. The system of the information is not effective and the evolution of information technologies is not developed as well. According the researches which were done, there are proposed potentials of parents’ participating in the activities of Šiauliai pre-school educational institutions by the way of equal partnership.

Syftet med denna kvalitativa studie har varit att undersöka förskollärares definition av omsorgssvikt, samt om emotioner påverkar att förskollärare gör en anmälan till socialtjänsten gällande omsorgssvikt. Empirin samlades in med kvalitativa intervjuer av fyra förskollärare, som hade erfarenhet av anmälan till socialtjänsten. Intervjuerna analyserades med hjälp av teori om omsorgssvikt, emotioner samt interaktionsritualer. Studien ger inblick och förståelse för förskolepersonalens kunskap och erfarenheter av omsorgssvikt samt om hur emotioner formar relationer mellan de inblandade och kan påverka en anmälan. Resultatet visade att förskollärarnas definition av omsorgssvikt inte består av ett visst antal tecken, utan att de bildar sig en helhetsuppfattning av barnets situation. Studien visar att emotioner kan påverka att en anmälan görs, både genom att förskollärarna tvekar och därmed förlänger processen, men också genom att en anmälan överhuvudtaget inte alls upprättas. / The aim of this qualitative study was to study pre-school teachers´ definition of child maltreatment, and the impact of emotions in reporting child maltreatment to the Social Services. The empirical data was collected through qualitative in-depth interviews of four pre-school teachers, who were all experienced in reporting child maltreatment to the Social Services. The interviews were analyzed using emotion theory, theory on child maltreatment and interaction ritual theory. The study provides insight and understanding of their knowledge and experience of child maltreatment, how emotions shape the relationship between the people involved as well as how emotions affect reporting. The result shows that preschool teachers´ definition of child maltreatment is not composed of one or two signs of neglect, but by forming an overall picture of the child's situation. The study also shows that emotions can affect the reporting of child maltreatment both in the sense of actually reporting, as well as hesitating and therefore prolonging the process, but also possibly that the neglect is not reported at all.

Tekniken är en stor del av alla barns vardag i samhället, detta ger oss därför ett ansvar att ge barnen möjlighet att utforska och experimentera med IT-verktyget pekplattan för att kunna stimulera barns språkutveckling i deras tidiga år. I läroplanen för förskolan (Lpfö 98/2010) står det skrivet att förskolan ska främja barns utveckling inom enkel teknik i vardagen (a.a). IT-utvecklingen är i ständig rörelse framåt, hela tiden upptäcks nya fantastiska användningsområden kring de IT-verktyg vi använder oss av idag. Tekniken är här för att stanna! Hur kan vi delge vår kunskap till barnen inom användningsområdet pekplattan när det gäller barns språkutveckling? Syftet med studien är att undersöka hur pekplattan används i förskolans verksamhet för att främja barns språkutveckling. I studien belyser författarna hur pedagogerna använder sig av pekplattan som ett verktyg när det gäller att främja barns språkliga utveckling. Denna studie är kvalitativ då författarna har gjort egna analyser och tolkningar utifrån observationer, samt att författarna belyser pedagogernas syn och tankar hur de använder pekplattan genom intervjuer. Elva pedagoger på tre olika avdelningar har intervjuats och sex observationer har genomförts. Resultatet visar på hur pedagoger använder sig av pekplattan för att främja barns språkliga utveckling. De frågeställningar som är aktuella i studien besvaras genom respondenternas intervjusvar samt de genomförda observationerna. Diskussionen innefattar författarnas egna tankar om pedagogernas förhållningssätt till IT-verktyget pekplattan. Den framtagna teorin i studien diskuteras och knyter an till studiens syfte samt frågeställningar. / Technology is a big part of every child living in the community, this gives us a responsibility to give children the opportunity to explore and experiment with IT tool touchpad in order to stimulate children's language development in their early years. In the kindergarten curriculum (Lpfö 98 /2010) , it is written that preschool should promote children's development in the simple technology of everyday life (a.a.). IT development is constantly moving forward, constantly discovered new amazing applications on the computer tools we use today. The technology is here to stay! How can we communicate our knowledge to the children within the area of ​​use the touchpad when it comes to children's language development? The purpose of this study is to investigate how the touchpad used in the preschool activities to promote children's language development. The study highlights the authors how educators use the touchpad as a tool for promoting language development of children from a didactic perspective. This study is qualitative as the authors have done their own analyzes and interpretations based on observations, and that the authors highlight educators' views and ideas how to use the touchpad interviews. Eleven teachers at three different departments were interviewed and six observations have been carried out. The result shows how teachers use the touchpad to promote children's language development. The issues that are important in the study answered by respondents' interview responses and the observations don. The discussion includes the authors ' thoughts on teachers' attitudes to IT tool touchpad. The developed theory in the study are discussed and linked to the purpose of the study and issues.

Society’s attitudes towards children have undergone major changes throughout this century. For a long time it was clear that children are vulnerable and need special protection from parents and society. Only recently children were recognised as legal subjects and bearers of rights. The wast number of various international documents is the evidence of the changing attitude towards children and childhood policy as well as the atitudetowards child as an individual, having fundamental rihgts and beeing a citizen. Achieving an effective spread, conception and prevalence of the child rights in pre-school institution it is important to warrant strong leading skills and the most important requirements to leaders and pedagogues. Recently the role of the leader of the pre-school institution in the process of society democratization has not lost it meaning, but developed into a new level. Currently the leader is not only a studious minister but also a political undertaker of the institution and a guarantor of the successful activity of his team. The success and effectiveness of the institution activity depends on proper management:planning, organizing, management and control. Pre-school institution management is a particular type of professional activity the aim of which are optimal results achieved rationally using material, humane, financial resourses, applying various principles and functions. Pre-scool institution leader must be a good strategist:foresee the vision and mission of... [to full text]

Background: The amount of time children spend in child care (CC) each week has increased in recent years. As a result children consume a large proportion of their daily energy intake at CC facilities. The purpose of this study is to describe the baseline dietary practices and environment in preschool-aged children attending CC centers in Southwest Georgia before the implementation of a one-year policy implementation program. Methods: The data is the baseline data of a pilot study evaluating nutrition and physical activity wellness policy implementation in twenty four licensed CC in Georgia. Each CC provided a sample one week menu (three meals/day: breakfast, lunch and afternoon snacks). The energy and nutrient contents of 360 meals were analyzed using NutriKids. Food groups were assessed using a menu rubric. Menus were compared to the Dietary Reference Intakes and MyPyramid food group recommendations for children 3 to 5 years of age Results: Children were served a mean of 883 kcal at three meals. The menus content met the requirements for energy, macro-nutrients, vitamins A and C. However, the menus were high in saturated fat, and sodium content and did not meet the requirements for iron, fiber and calcium. The majority of the centers did not meet the requirements of the Food Guide Pyramid for pre-schoolers. With the exception of milk, children at all participating centers were served less than the recommended amounts for grains, vegetables, meat/beans and fresh fruits. Conclusions: Child care settings provide a unique opportunity to influence children's dietary behaviors and health. Our data suggests that children are not consuming recommended amounts of whole grains, fruits or vegetables while attending full-time childcare. Instead, children are consuming excessive amounts of added sugars from sweet snacks, sodium, and saturated fat from whole milk and high-fat or fried meats. We anticipate that by the end of the one-year implementation of the wellness policies, day-care centers in Southwest Georgia will be better equipped to improve the quality of food served to this population of children. Findings from this study and the policy recommendations that emerge could significantly impact efforts to provide healthier nutrition environments to children in child care centers.

Det har varit många debatter i den svenska media om sockerintag och forskning som visar att barn i dag äter mer godis, läsk, snacks och mindre av frukt och grönt.  Syftet med uppsatsen är att undersöka några pedagogers syn på kosten och dess sockerhalt i synnerhet, och de pedagogiska måltiderna i allmänhet, vid en förskola. Vad har pedagoger för syn på hur en bra förebild ska vara vid de pedagogiska måltiderna?  Jag gjorde kvalitativa intervjuer med sex pedagoger. Kosten har förändrats mycket och sockerintaget har minskat på förskolan under de år de har arbetat, anser pedagogerna. Pedagogerna kan inte påverka kosten men kan välja att ta bort vissa livsmedel på avdelningen som de anser inte är nyttiga. Majoriteten av pedagogerna ansåg att det är viktigt att vara en bra förebild. Under de pedagogiska måltiderna är det viktigast att vara en bra förebild, som blir till ett pedagogiskt lärtillfälle. / There have been many debates in the Swedish media about our sugar consumption, and research shows that children today are eating more candy, soda, snacks and less fruit and vegetables.  The purpose of this paper is to examine some pedagogues’ views on diet and its sugar content, in particular, and the pedagogical meals in general, at a pre-school. What is pedagogues’ view of how a good role model should be at the pedagogical meals? I did qualitative interviews with six pedagogues. The pedagogues believed that the diet has changed a lot over the years and sugar consumption has decreased in pre-school during the years when they been working. The pedagogues can not affect the diet but can choose to remove some food at the department that they believe is not wholesome. The majority of pedagogues considered it important to be a good role model. During the pedagogical meals it is important to be a good role model; which becomes an educational learning opportunity.

Magistro darbe yra išanalizuoti ir susisteminti įvairūs moklinės literatūros šaltiniai apie Švietimo pagalbos šeimoms auginančioms vaikus iki 7 metų. Darbe išanalizuotos ikimokyklinės įstaigos galimybes organizuojant tėvų švietimą, remiantis tėvų nuomone. Taip pat surinkta informacija apie tėvų švietimo formas Šiaulių ikimokyklinėse įstaigose. Apžvelgta ,,Šiaulių krašto“ laikraščių tematika, tėvų auginančių vaikus iki 7 metų švietimo klausimais (2008-2009). Pasitvirtino darbo hipotezė, kad tėvai skiria permažai dėmesio švietimui ir bendradarbiavimui su grupėje dirbančiu pedagogu. Taip pat išaiškėjo, kad pedagogai naudoja įprastas švietimo formas ikimokyklinėse ir priešmokyklinėse ugdymo grupėse. / The Master paper analyses and systematises different scientific literature on educational assistance for families having children under 7years old. The paper explores arranging of the pre-school possibilities according to the parents opinion. Information on parents education forms in the pre-school institution is being collected. Moreover, topics on educational issues on parents having children under 7 years old relieved by Šiauliai Kraštas newsletter (2008-2009). Hypothesis is being approved that parents pay too little attention to education and co-operation with pre-school teachers. It explores also that pedagogues use ordinary educational forms in the pre-school groups aged from 1 to 6 and from 6 to 7.

Šiuolaikinėje informacinėje visuomenėje žmogui keliami visai kitokie reikalavimai. Kiekvienas žmogus, siekiantis prisitaikyti prie besikeičiančios visuomenės, turi įgyti jam reikalingų kompetencijų, būtinų vertybinių nuostatų. Priešmokyklinis ugdymas suvokiamas kaip ikimokyklinio ugdymo tąsa, tačiau turinti kokybiškai naujų tikslų ir uždavinių, kitokią vaiko ugdymo sampratą. Ugdomosios veiklos turi būti nukreiptos į visų esminių kompetencijų: socialinės, pažinimo, sveikatos saugojimo, komunikavimo, meninės ugdymą. Darbo tikslas - išsiaiškinti meninės kompetencijos kompleksinio ugdymo ypatumus priešmokykliniame amžiuje. Darbo tyrimo objektas – kompleksinis meninės kompetencijos ugdymas priešmokykliniame amžiuje. Darbo tikslui pasiekti analizuojami pedagoginiai ir psichologiniai literatūros šaltiniai, stengiantis išsiaiškinti priešmokyklinio ugdymo sampratą ir priešmokyklinio amžiaus vaikų pedagoginę ir psichologinę charakteristiką, siekiama išsiaiškinti priešmokyklinio ugdymo kompetencijų sampratą ir šio amžiaus vaikų kompetencijas, kaip ugdoma meninė kompetencija priešmokyklinio amžiaus vaikams ir kokie yra šios kompetencijos ugdymo ypatumai, bei anketa ir interviu metodu išsiaiškinti priešmokyklinio amžiaus vaikų ir priešmokyklinėje grupėje dirbančių pedagogų požiūrį į kompleksinį meninės kompetencijos ugdymą. Iš viso tyrime dalyvavo 67 respondentai. Anketa buvo pateikta 32 priešmokyklinio ugdymo pedagogams, interviu metodu apklausti 35 priešmokyklinio amžiaus vaikai (... [toliau žr. visą tekstą] / In modern informatical society, there are much requirements raised for a person. Every person, who tries to adopt to the changing society, must acquire competence, necessary valuable rules. Pre-school education is perceived as pre-school education continuation, with qualities new aims, different child education conception. Educational activities must be directed to all basic competences: social, cognition, health care, communication, art education. Research object - combined art competence education to pre-school age group. Work aim – to find out peculiarity of combined art competence to pre-school age group. To reach goal, there will be analyzing educational and psychologic literature sources, explaining pre-school education conception and pre-school age children pedagogic and psychologic characteristics, revealing pre-school education competence conception and particular age children competences; presenting pre-school age children art competence education conception, and by the method of inquestions and interviews there will be elucidated educators , working in pre-school age children and pre-school group, opinion to combined art competence education. In research there was 67 participants. Questionnaire was given to 32 pre-school education educators, by interview method there was questioned 35 pre-school age children (5 – 7 years old). There were used these science research methods: sciences literature and documents analysis, interview method, questionnaire inquest... [to full text]

Magistro darbe yra išanalizuoti ir susisteminti įvairūs moklinės literatūros šaltiniai apie Švietimo pagalbos šeimoms auginančioms vaikus iki 7 metų. Darbe išanalizuotos ikimokyklinės įstaigos galimybes organizuojant tėvų švietimą, remiantis tėvų nuomone. Taip pat surinkta informacija apie tėvų švietimo formas Šiaulių ikimokyklinėse įstaigose. Apžvelgta ,,Šiaulių krašto“ laikraščių tematika, tėvų auginančių vaikus iki 7 metų švietimo klausimais (2006-2008). Pasitvirtino darbo hipotezė, kad tėvai skiria permažai dėmesio švietimui ir bendradarbiavimui su grupėje dirbančiu pedagogu. Taip pat išaiškėjo, kad pedagogai naudoja įprastas švietimo formas ikimokyklinėse ir priešmokyklinėse ugdymo grupėse. / The Master paper analyses and systematises different scientific literature on educational assistance for families having children under 7years old. The paper explores arranging of the pre-school possibilities according to the parents opinion. Information on parents education forms in the pre-school institution is being collected. Moreover, topics on educational issues on parents having children under 7 years old relieved by Šiauliai Kraštas newsletter (2006-2008). Hypothesis is being approved that parents pay too little attention to education and co-operation with pre-school teachers. It explores also that pedagogues use ordinary educational forms in the pre-school groups aged from 1 to 6 and from 6 to 7.

Darbe analizuojami ikimokyklinio amžiaus vaikų, turinčių specialiųjų ugdymosi poreikių, bendravimo su bendraamžiais pokyčiai. Tėvai, auginantys vaikus, turinčius SUP, vaikų bendravimo sunkumus vertina kaip nereikšmingus ir laikinus, kylančius dėl individualių vaiko būdo bruožų arba dėl kalbos sutrikimo, kurį įveikus bendravimo sunkumai turėtų savaime išnykti. Auklėtojos vaikų, turinčių SUP, bendravimo sunkumus vertina kaip pačių vaikų individualias problemas, kurias sukelia vaiko būdo bruožai, kalbos sutrikimas, bendravimo su bendraamžiais patirties stoka.Skatinant vaikus, turinčius SUP, žaisti kartu su bendraamžiais, mokant atlikti pasirinktusvaidmenis, sudaroma galimybė paspartinti žaidimo raidą ir aktyvinti SUP turinčių vaikų bendravimą. Skatinant vaiko, turinčio SUP, bendravimą svarbu ne tik žaisti kartu inicijuotuose žaidimuose, bet ir sudaryti žaidybines situacijas, kuriose SUP turintis vaikas mokytųsi suprasti savo vaidmenį, numatomus atlikti veiksmus ir žaidimo partnerius. Aktyvinant SUP turinčių vaikų bendravimą, svarbu skatinti ne tik vaikus, turinčius SUP, bet ir jų bendraamžius. / The paper analyzes the changes of communication between the pre-school age children with special educational needs (SEN) and their peers.The study was conducted through observation, structured interviews with the free responses and the action research methods. The subjects of the study were 20 students with SEN (aged 4- 5), 121 of their peers, 19 parents raising children with SEN, 17 teachers who teach pupils with SEN. It was revealed that communication of children with SEN and their peers is inadequatebecause they do not keep terms with their peers and fail in communication. Children with SEN in theirdaily independent routine prefer games that do not require interaction with their peers.Parents of children with SEN understand these communication difficulties asmeaningless and temporary and think that these difficulties should automatically disappear afterovercoming speech disorder or child’s character disorder. Educators of children with SEN consider thesecommunication difficulties as the children’s own individual problems, caused by the child’s traits, problems with speech or the lack of communication experience with peers.