Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: There are an estimated 10 000 children in and around the streets of South Africa, with the speculation that this could be higher, given the difficulties surrounding the counting of the street children. Not all street children live on the streets permanently: many spend their days there mainly for economic reasons earning an income, then spend their nights at their homes or those of friends and relatives. Others go to the street as an alternative to going to school or, in an effort to avoid parents or caregivers who show little interest in their lives, or who force them onto the street to earn money. It is particularly children that have not become permanent residents of the street and that are part of community-based home schools, that are the focus of this study. A· qualitative approach is used to establish the experiences of these children in a residential area in the northern suburbs of Cape Town. The study revealed the following: • Community-based home schools provide children with basic needs like food, clothing and importantly, a trusting relationship with an adult. • Children's lives are restored in a non-threatening environment, assisting them to regain their dignity, establish healthier selfconcepts as well as higher self-esteem. Once these basic needs are fulfilled, it became evident that children are able to return to the experience of mainstream school and in so doing face the world with renewed fervour. / AFRIKAANSE OPSOMMING: Na beraming is daar omtrent 10 000 straatkinders in Suid Afrika. Daar word gespekuleer dat die getal hoër kan wees as gevolg van die probleme met die tel van straatkinders. Nie alle straatkinders leef permanent op die strate nie. Baie spandeer hul dae op straat slegs vir ekonomiese gewin waar hulle 'n inkomste verdien, en slaap snags by hul huise óf by vriende óf familie. Ander leef op die straat as 'n alternatief om skool toe te gaan. Hulle doen dit ook om hulouers of voogde te vermy wat min aandag aan hulle skenk of wie die kinders forseer om geld op die straat te verdien. Dit is veral kinders wat nie permanent op die straat lewe nie, en deel is van huisskole, wat die fokus is van hierdie studie. 'n Kwalitatiewe benadering is gebruik om die ervarings van hierdie kinders in 'n gemeenskap in die noordelike voorstede te bewerkstellig. Die studie het die volgende getoon: • Gemeenskapsgebaseerde huisskole voorsien kinders met die basiese benodighede soos kos, klere en baie belangrik, die vertroue van 'n verhouding met' n volwassene. • Die kinders se lewens word herstel in 'n omgewing wat nie bedreigend is nie en wat hulle help om hul waardigheid te herwin en om 'n gesonde selfkonsep en hoër selfbeeld te vestig. • Wanneer hierdie basiese benodighede vervul is, het dit duidelik geword dat hierdie kinders kon terugkeer na die hoofstroom-skool ervaring en op hierdie manier kon hulle die wêreld met hernuwe ywer aanpak.

Esta investigación tiene por propósito analizar la construcción histórica de la infancia en el proceso de escolarización desde las diferentes formas de clasificación y jerarquización tales como niños “anormales”, “débiles”, “falsos anormales”, “retrasados pedagógicos”, “excepcionales”, “deficientes”. En esta dirección se analizan los cambios en la legislación, y normativa educativa en la provincia de Buenos Aires en el período de 1880 a 1952. Se tomó a la legislación y la prensa educativa como analizadoras de las diferentes conceptualizaciones pedagógicas, atravesadas por las nociones de saber, poder, subjetivación y tecnología. Al mismo tiempo, se analizaran las categorías de norma, normalidad, anormalidad y normalización en relación con el lenguaje jurídico, la política educativa y la política sanitaria escolar. Desde el punto de vista teórico la investigación se inscribe en los estudios sobre gubernamentalidad, los cuales permitieron analizar, por una parte, la construcción histórica de saberes especializados cuyo foco fue la población, (en este caso fue la población infantil) y por otro lado, apuntó a reconstruir las formas de clasificación de las infancias en el proceso de escolarización. De esta manera, se pretendió objetivar las funciones sociales de los discursos cuestionando los saberes que originaron su configuración sirviéndole de cobertura y soporte, o sea, someter a crítica los saberes propios de la racionalidad instituida y dominante que constituyen en gran parte el orden social. Este posicionamiento teórico entiende a la crítica esencialmente por su función de des-sujeción de lo que pudiéramos llamar la “política de la verdad”, entonces historizar los diferentes modos de subjetivación, encierra también la posibilidad de objetivación que transforman a los seres humanos en sujetos, o sea la crítica como cuestionamiento de las formas de experiencias que nos constituyen. / The purpose of this investigation is to analize the historical construction of childhood through schooling considering the different forms of classification and hierarchies, such as “abnormal”, “weak”, “abnormal false”, “pedagogically retarded”, “exceptional”, “deficient” children. Changes in the educational legislation and regulation are analized in the province of Buenos Aires in the period from 1880 to 1952. The educational legislation and press are taken as analyzers of the different pedagogical conceptualizations which involve the notions of knowledge, power, subjectivity and technology. At the same time the categories of rules, normality, abnormality and normalization are analized in relation to the legal language, and, the educational and school sanitary policies. From the theoretical point of view this investigation is based on the governability studies which allowed us to analize , on the one hand the historical construction of specialized knowledge taking into consideration the population (in this case the children population, and on the other hand, the reconstruction of the different forms of childhood classifications through the process of schooling. Thus, the aim is objectivize the social purpose of the discourse questioning the knowledge from which they were originated, submitting the instituted and dominant rationality (which basically constitutes the social order) to critical thinking. This theoretical position considers critical thinking mainly because of the function of de-subjection of the so called “politics of the truth”. Therefore, to historize the different ways of subjectivation also comprises the possibility of objectivization by means of which human beings become subjects. Critical thinking was essential as a means of questioning the different experiences from which we are constituted.

What started out as a neat little argument for teaching about religion (AR) in public schools has become a wide-ranging essay asking why so many big ideas for education keep falling flat. The new argument, unifying the added themes, is that modern education is caught in self-defeating patterns of rationalizing and over-articulating its own meaningfulness and legitimacy. Thus, self-deception distorts the fulfillment of intergenerational responsibilities. The original topic has become a first example that leads into and illuminates the problem. As an educational idea, AR claims to address secularization for our times. If upon further thought the idea seems hollow, it becomes necessary to look again at the real world of secularization. AR reflects the contemporary obsession with diversity and the compulsion to turn education into a parade of possibilities. What is taught is merely a rationalized stance. Indeed, given that the legitimacy of an education system depends on locating authority within a recognizable source of meaning, and given that modernity foregrounds incommensurable diversity, there is an apparent obviousness to grounding the educational enterprise in bare proceduralism and then topping it up by tenuously claiming association with various deeper sources. But George Grant’s characterization of the religious education of an earlier generation still holds: “a few thin platitudes.” In religious contexts, a distinction is sometimes made between religious instruction and formation within thick tradition and community. Even in a secular age, the young deserve some kind of thick formation. Yet that seems unimaginable, because contemporary common sense is caught in what Hubert Dreyfus calls theoretical holism. Secularization presents education not with an array but with a dilemma: To go on trying to manage meanings for the young, or to allow them to find meaning in strong practices? Facing this dilemma will entail facing the disenchantment generated in our deepest Western educative impulses. Rediscovering true sources of educational authority for our times will entail going back to the origins of modern schooling in the breakup of the apprenticeship model and rethinking an institutional solution that so fundamentally denies the way in which human beings become oriented to meaning through strong practices. / October 2016

KOCIÁNOVÁ, E. Educational Activities of Churches in Czech Republic for Preschool Children. Prague 2011. M. A. Dissertation. Charles University in Prague. Faculty of Pedagogy. Thesis counselor Doc. PhDr. Jana Uhlířová, CSc. This dissertation presents broad context of religious education generally together with the discourse of church established schools, above all nursery schools. The first, theoretical part treats with the broad topic of religious education in the context of the psychology of religion, religious socialization and the experience and the development of moral standards. This section also defines the role of family, church, school and the society in the religious development of the child and the transferring the beliefs and the traditions to young generation. Second practical part is divided into two substantive parts. First on the basis of analysis of questionnaire survey monitors the activities of religious nursery schools, their activities and teaching in relation to the proposed religious and educational goals. Second unit of this part deals with extracurricular activities that churches are doing for children during the week.

This dissertation examines the potential congruencies and complementarities of Waldorf education, Culturally Relevant Pedagogy (CRP), Culturally Responsive Schooling (CRS), Critical Pedagogy and Native American and Indigenous education. Waldorf education, a German education reform developed in the early 1920s, is a little researched schooling system, and previous research on this reform has examined its impacts within its traditional contexts, namely, private schools. At the same time, significant literature exists which addresses the importance and efficacy of reforms for students of color such as those in CRP, CRS and Critical Pedagogy. There is also a body of work which points to key pedagogical components which support Native American/Indigenous students in school. This dissertation examines the interplay between all three of these complex systems by examining attempts to integrate them in the classroom. By examining Waldorf education initiatives in three distinct contexts, I demonstrate that these reforms can work in concert without diminishing the efficacy of any of them. I explore three distinct contexts of Waldorf education. The first examined the impacts of Waldorf education on students who participated in the reform in a private Waldorf school, who transitioned to more traditional, mainstream classes. I conducted participant-observation of a local Waldorf school and in-depth interviews with 14 alumni to explore the impact of this reform. In the second context, I examined how students responded to the use of Waldorf-inspired methods in a community college course I taught, and I investigated their experiences of the reform. Seven students who participated were interviewed in order to investigate the impact of these reforms on their experience as college students. These interviews were complemented by teacher-research I conducted while teaching this Waldorf-inspired course. Finally, I explored the potential of Waldorf education as a reform for Native American students, examining my own incorporation of this reform with other pedagogical tools, such as CRP, CRS, and other forms of critical pedagogy. Included in this section of research are my reflections on a course I instructed with Waldorf-inspired reforms. I also explored various accounts of Waldorf-education reforms by tribal communities, like the Lakota Waldorf School in South Dakota. Several findings from the research conducted here are encouraging. Students from Waldorf school environments demonstrate critical skills and critique schooling environments, invoking stances familiar to critical pedagogues. Students from a Waldorf-inspired community college course were also critical of the typical schooling experiences they had encountered, and spoke of the enriching feeling in their Waldorf-inspired course. Investigation into the philosophical tenets of Waldorf education and Native American/Indigenous epistemologies shows several examples of overlap and similarity, the most striking being elements of spiritual belief and practice as foundational to Native American/Indigenous well-being, and the ability of Waldorf education to address this. While these fields may appear unrelated, this study explores the praxis of these seemingly disparate bodies of work, by examining their similarities and differences. Ultimately, I argue that these reforms can work in concert to support the academic success of culturally and linguistically diverse students and Native American/Indigenous students in particular. The research in these three contexts demonstrates need for further investigation into Waldorf education and its potential to support students of all backgrounds.

This thesis deals with the historically unexplored topic of the development of the first teaching institute in South Bohemia, which was founded in the 1850´s. Until the establishment of the Czech Training college in Soběslav in the 1970´s, pedagogy was the only secondary school to educate future teachers of municipal and primary schools. First, the teaching institute was open to both nationalities living in the city of České Budějovice, i.e. German and Czech students, but after the establishment of the Czech pedagogium in Soběslav, it became a purely German school. The history of the German Training College was elaborated on the basis of a study of literature and a detailed analysis of the sources stored in the State District Archive in České Budějovice. The text of the thesis is divided into four main chapters and a series of subchapters. The work includes a set of text, image and table attachments. The diploma thesis summarizes the history of education in South Bohemia with a focus on the German pedagogium and general teaching at the turn of the 19th and 20th century and thus contributes to the history of South Bohemian teacher education.

La recherche s’inscrit dans le cadre de la didactique du français langue seconde en contexte scolaire. Elle a pour objet d’étude les textes expositifs, c’est-à-dire ceux qui synthétisent les éléments de savoirs à acquérir. A partir de l’analyse d’un corpus de textes expositifs extraits de manuels scolaires de cycle 3 d’histoire et de géographie, la recherche se propose de définir une démarche explicite de la compréhension adaptée aux compétences et aux besoins des élèves allophones nouvellement arrivés. Pour cela, les facteurs d’hétérogénéité, le contexte de la scolarisation, les caractéristiques de ces textes et le processus de compréhension en lecture en langue seconde sont explorés. La démarche envisagée se veut active et collaborative et comprend deux étapes essentielles : un enrichissement préalable des connaissances linguistiques orales des élèves puis des activités variées qui permettent des manipulations sur le texte, notamment expansion, reformulation, surlignage ou déplacement d’éléments linguistiques et développement progressif de la complexité syntaxique. Dans une troisième étape, complémentaire, le texte expositif devient un support privilégié pour initier les élèves allophones à l’étude du fonctionnement de la langue française, les apprentissages menés venant soutenir, dans un mouvement de va-et-vient la compréhension en lecture.La recherche se veut conjointement une contribution à l’étude des discours d’enseignement dans leur modalité écrite et à la réflexion méthodologique de la didactique du français langue seconde dans le système éducatif français. / The research is related to didactics of French as a second language in a schooling context. It is based on the study of expositive texts, those which synthetize the parts of knowledge to be acquired. Based on the analysis of a corpus of expositive texts taken from primary school Geography and History books, the research subject tries to define an explicit teaching approach adapted to skills and needs of newly-arrived allophone pupils.For that purpose, shared mixed factors in the audience, the context in which pupils attend school, characteristics of expositive texts (for which we provide a typology), and the process in reading comprehension as a second language will be deeply studied. The approach which will be then considered tends to be active and collaborative and has two essential steps : first an enrichment of the pupils' oral linguistic knowledge, then various activities enabling to apprehend the text such as expanding it, rephrasing it, highlighting linguistic phrases or moving them in the text, and finally developing syntactic complexity in a progressive way.In a third step, which will be complementary, the expositive text becomes the major medium to initiate allophone pupils to the study of the functioning of French language, bearing in mind that carried out learnings will constantly help reading comprehension throughout the lesson.The research also wants to contribute to the study of written teaching methods and a methodological thought concerning didactics of French as a second language in the French educational system.

[pt] A dissertação Escolha de escola pelas camadas populares e nova classe média é resultado da pesquisa desenvolvida junto a famílias cujos filhos estão matriculados no sexto ano do Ensino Fundamental em duas escolas, uma pública e uma privada, em um município vizinho do Rio de Janeiro. Essas escolas são consideradas de prestígio na cidade. Através de um questionário aplicado a 100 pais da escola pública e 60 pais da escola privada (o retorno foi de 83 questionários) e realizadas 20 entrevistas, 18 junto aos pais e 2 à equipe pedagógica da escola pública, foi possível perceber os motivos de escolha de escola, as concepções que as famílias possuem a respeito da qualidade de ensino e as expectativas que têm em relação ao futuro que advém do processo de escolarização de seus filhos. Um dado que emergiu como significativo foi a importância de valores morais e éticos transmitidos pela escola, dado esse encontrado nas falas de pais católicos e evangélicos, os quais por prezarem tais valores esperam que a escola os transmita aos seus filhos. / [en] The dissertation School choice by popular class and the new middle class is the result of a research carried out with families whose children are enrolled in the sixth year of elementary school within a public and private school and in a neighboring municipality of Rio de Janeiro. These schools are considered prestigious in the city. Through a questionnaire administered to 100 parents of public school students and 60 parents of private school students (83 returned questionnaires) and conducted 20 interviews, being 18 interviews together with the parents and 2 interviews with teaching staff of the public school, it was possible to see the reasons for school choice, the concepts that families have about the quality of teaching and the expectations they have for the future that comes from the schooling process of their children. Significant information that emerged was the importance of moral and ethical values transmitted by school as the one found in the statements of Catholic parents and evangelicals, who cherish such values and expected the school to transmit to their children.

Cette thèse s’inscrit dans une démarche de « recherche-action » dans la mesure où la recherche a permis d’aboutir à la mise en place d’une action d’intervention auprès de collégiens démobilisés scolairement, de leurs parents et des enseignants, nommée « Temps de Réflexion sur l’Exclusion Scolaire », en partenariat avec plusieurs établissements médico-sociaux et collèges. Dans le cadre d’une perspective interactionniste (Wallon, 1959), nous nous interrogeons sur le rôle des parents dans la construction identitaire de l'adolescent considéré comme acteur de son propre développement, et dans les significations et les attitudes que celui-ci va attribuer en regard du monde scolaire. Nous avons ainsi retenu le concept d’engagement parental en référence à l’approche dimensionnelle de Deslandes et al. (2000), nous permettant ainsi de décrire les styles éducatifs parentaux et des modes de participation parentale au suivi scolaire (Cloutier, Fortin et al., 2005). Par ailleurs, les travaux de Charlot, Bautier et Rochex (1992) sur le rapport au savoir, nous ont permis d'appréhender le concept de mobilisation scolaire. Considérant l’estime de soi comme une dimension socio-affective de l’identité personnelle (Oubrayrie et al., 1994), nous l’opérationnalisons dans notre recherche comme une dimension médiatrice et explicative de l’influence de la représentation de l’engagement éducatif parental sur la mobilisation scolaire de l’adolescent. Nous faisons l’hypothèse selon laquelle la représentation de l’engagement éducatif parental par les adolescent(e)s scolarisé(e)s au collège, oriente leur estime de soi laquelle joue un rôle sur leur mobilisation scolaire. Une première étude exploratoire a été effectuée à partir d’entretiens semi-directifs en vue de construire une échelle de mobilisation scolaire donnant lieu à des analyses qualitatives (ALCESTE et N'VIVO). Une étude extensive nous a permis ensuite d’opérationnaliser les dimensions de l’étude : l’engagement éducatif parental, l’estime de soi et la mobilisation scolaire, auprès d’un échantillon de 405 adolescent(e)s, âgé(e)s de 11 à 15 ans, inscrits dans des collèges en filière générale. Une seconde étape a permis de valider toutes les échelles auprès de notre échantillon (mobilisation scolaire, estime de soi et engagement parental), en ayant recours aux analyses factorielles exploratoires, puis confirmatoires avec le modèle d’équations structurelles (LISREL). Des analyses de régression linéaire et des analyses de variance ont finalement permis de tester le sens de nos hypothèses. Les résultats confortent notre hypothèse selon laquelle l’estime de soi présente des effets médiateurs sur la relation entre l’engagement parental et la mobilisation scolaire. Ainsi, l’estime de soi socio-émotionnelle, suivi du soi scolaire médiatisent plus particulièrement la relation entre l’engagement éducatif parental (notamment la communication père-enseignants) et la mobilisation scolaire. Des vignettes cliniques permettent d’illustrer nos résultats, avec deux présentations de cas d’adolescents suivis en psychothérapie dont les problématiques identitaires, familiales et scolaires s’entrecroisent. / This thesis is a process of "action-research" in the sense that this research resulted in the establishment of an action for assistance to demobilized “college” secondary schools pupils, their parents and their teachers, called "Time for Thinking about School Exclusion, in partnership with several medical and social structures and “colleges”. Belonging to an interactionist perspective (Wallon, 1959), we question the part played by parents on the adolescent identity construction considered as an actor of his own development and on the meanings and behaviors he will assign to his school world. We have adopted the concept of parental involvement in reference to Deslandes et al. (2000) dimensional approach, allowing us to describe the parental educational styles and the different types of parental involvement in the schooling (Cloutier, Fortin et al, 2005). Moreover, Charlot, Bautier and Rochex (1992) studies on the relationship to knowledge have enabled us to define the concept of school mobilization. Considering self-esteem as a socio-emotional personal identity dimension (Oubrayrie et al., 1994), we operationalize it in our research as a dimension of explanatory and mediating influence of the representation of the educational parental involvement on the school mobilization of adolescents. We hypothesize that the representation of educational parental involvement by adolescents in “colleges” secondary schools, directs their self-esteem which plays a part on their school mobilization. A first exploratory study was carried out using semi-structured interviews to construct a scale of school mobilization leading to qualitative analysis (ALCESTE and N'VIVO). An extensive study has allowed us then to operationalize the dimensions of the study: parental involvement, self-esteem and school mobilization among a sample of 405 adolescents from 11 to 15 years old enrolled in “colleges” in general education. A second step validated all the scales from our sample (school mobilization, self-esteem and parental involvement), using exploratory factor analysis and the confirmatory structural equation model (LISREL). Linear regression analysis and ANOVA finally enabled us to test the direction of our hypotheses. The results support our hypothesis that self-esteem has mediating effects on the relationship between parental involvement and school mobilization. Thus, socio-emotional and school self-esteem specifically mediate the relationship between parental educational involvement (including communication father-teacher) and school mobilization. Clinical vignettes illustrate our results with two case reports of adolescents treated in psychotherapy whose issues of identity, family and school are mixed.

Muitos foram são os fatores que justificaram a realização desta pesquisa sobre a relação professor-escola-família na educação da criança de 4 a 6 anos de idade, dentre eles, as constantes mudanças históricas, sociais, econômicas e culturais vivenciadas pelas duas instituições (escola e família) na atualidade. Quanto aos objetivos este trabalho de pesquisa teve como objetivo geral: pesquisar sobre a relação professor-escola-família na educação da criança de 4 a 6 anos na instituição de ensino. Já, os objetivos específicos buscaram: investigar como os professores, as famílias e a equipe técnica (direção e coordenação) concebem a relação entre si; e verificar quais são as estratégias utilizadas pela escola a fim de viabilizar a participação das famílias e dos professores na educação da criança de 4 a 6 anos. O estudo em questão trata-se de uma pesquisa etnográfica, do tipo estudo de casos, que realizou-se em duas escolas, uma pública e uma privada, localizadas na região central da cidade de Londrina, Paraná. Nessas escolas, foram selecionados dois grupos de crianças, na faixa etária de 4 a 6 anos de idade, suas respectivas famílias e professores, bem como, a direção e coordenação de cada instituição, sendo um grupo da educação infantil e outro do primeiro ano do ensino fundamental de nove anos. Quanto à metodologia, a mesma caracteriza-se como quanti-qualitativa, pois, ao se reportar aos dados obtidos por meio de questionários, por exemplo, é conveniente e ético quantificar o levantamento da opinião dos participantes da pesquisa sobre um determinado assunto. Os instrumentos utilizados foram: a) pesquisa documental; b) sessões de observação; c) diários de campo; d) aplicação de questionário aos pais e/ou responsáveis, à direção, à coordenação pedagógica e aos professores dos grupos pesquisados. Quanto à organização do trabalho, o mesmo está disposto em quatro capítulos: 1) Diferentes constituições familiares; 2) A relação escola-família na educação infantil e no primeiro ano do ensino fundamental de nove anos; 3) Encaminhamento metodológico; 4) As crianças e os adultos na instituição de ensino: construindo relações: apresentação e discussão dos dados. Os resultados da pesquisa mostraram a importância de estudos e discussões sobre a diversidade de arranjos familiares no âmbito escolar; do contato direto dos professores e da equipe técnica (direção e coordenação) com as famílias; da utilização de diferentes instrumentos de comunicação e de diferentes estratégias no trabalho com as famílias; que as lições de casa favorecem a aproximação entre as duas instituições (escola-família); a existência de encontros e desencontros de ideias entre os professores, a escola e as famílias, o que é natural e saudável nas relações humanas, entretanto, uma das escolas mostrou-se mais resistente que as famílias em lidar com tal situação. Evidenciou-se também em um dos casos a baixa, e no outro, a ausência da participação das famílias na elaboração da proposta pedagógica contrapondo-se ao esperado pelas instituições de ensino. Por fim, acredita-se que a temática desta pesquisa poderá trazer contribuições significativas para a educação da criança de 4 a 6 anos, nas escolas de educação infantil e nos anos iniciais do ensino fundamental. / Nowadays, many factors justified the work of this research about the relationship among teacher, school and family in the child education with four till six years old and among these factors with the many historical, social, economic and cultural changes, living between the two institutions: school and family. This work of researching had as general objective the relationship among teacher, school and family in child education with four till six years old in the pedagogic institution. The specific objectives look for to investigate how the teachers, the families and the technical pedagogic team (director and coordinator) imagine the relationship among themselves and to check what are the strategies used by the school to check the participation of the families and the teachers in the process of children education with four till six years old. The study in question is based ethnographic research, like a case study, that was realized in two schools, public and private, situated in the central region of Londrina, Paraná. In these schools, were selected two children groups, with four till six years old, theirs respective families and teachers, as so well the director and pedagogic coordinator of each pedagogic institution, been one group from childish education and the other coming from the first year of the basic education of nine years. About the methodology, it makes itself up like quantitative-qualitative form, so, when it reports the conditions obtained from the questionnaires, for example, is convenient and ethical to quantify the result participant opinion of the research about one of the specific subject. The instruments used were: a) documental research; b) observation sections; c) field daybooks; d) application of questionnaires to the parents or responsible for them, to the school director, to the pedagogic coordinator and to the teachers which works in the researched group. About the work organization, it was made in four chapters: 1) Different familiar shapes; 2) The relationship between school and family in the childish education and in the first grade from the basic education with nine years; 3) Methodological guide; 4) The children and the adults in the educational institution building relationships: presentation and discussing of the conditions obtained. The research results showed the importance of studies and discussing about the diversity of familiar arranges in the school; the direct contact of the teachers and the technical team (director and coordinator) with the families; the using of different instruments in communication and the different strategies of the work with the families. It showed that the homework propitiates the contact between both institution (school and family) and so the existence of meeting and discordance of ideas among the teachers, the school and the families is natural and healthful in human relationships. Otherwise, one of the schools showed itself hardy to deal with this situation. It also showed in one of the cases the low relationship, and in the other school, the absence of the familiar participation in the pedagogic proposition set over against to the educational institution wished. At the end, it believes itself that the research theme will make expressive contributions to the child education with four till six years old, in childish education schools and in the initial grades of the basic schooling.