The preschool teacher’s responsibility has changed over the years as the preschool's curricula has changed. The purpose of this essay is therefore to increase knowledge about childminders' expectations of the preschool teacher's responsibility. The research questions are what the preschool teacher should take responsibility for according to childminders experience and how this responsibility should be exercised. In order to understand the phenomenon of preschool teacher’s responsibility, theories about responsibility and leadership are used in the analysis of data.  The empirical data of the study is collected through a phenomenological approach where qualitative interviews were used. The interview questions have been of a semi-structured nature. The study includes interview with six childminders in metropolitan regions.  The results show that the preschool teacher’s responsibility, according to childminders experience, means leading the activities and teaching, being responsible for keeping the curriculum alive and being responsible for each child's development and learning. Childminders also include, due to the preschool teacher’s higher knowledge and competence, that they are responsible for communication with guardians and other parties, concerning children in need of support. The childminders experience is that everyone in the team is responsible for the daily tasks. Childminders experiences of how responsibility should be exercised show a complex leadership in which the preschool teacher's leadership is adapted based on the situation and person. The preschool teacher is expected to support the childminder and guide and explain how and why tasks should be carried out. In addition, the preschool teacher is expected to have a trust in the childminder's competence and thus also delegate tasks and make them involved in decisions. The essay discusses what happens to the preschool's assignment if there is not a preschool teacher in the department who undertakes the expected responsibility or if the preschool teacher does not see herself or himself as a leader.

Dissertation thesis summary: Influence of nannies on the overall development of the ward This dissertation thesis deals with the topic of child minding by an alternative caregiver, the so-called nanny. Its target is to broadly examine and describe the issue, with emphasis on defined aspects. The presented theoretical-research work covers existing institutions and services for child care in both Czech Republic and abroad. It primarily strives, however, to capture the essence of motherhood from psychological, philosophical and genetic points of view. This effort takes into consideration the question of separation, and consequently traumatization in childhood. A significant part of the paper concentrates on the area of education of the child care providing persons. The research chapters focus on the influence of the nanny not only on the child, but also on the family atmosphere and the educational stances of the parents. It further deals with the position of the nanny within the family, and with bounds of the child-nanny relationship. The output of the work is then a practical handbook, a manual with specifically defined content of an educational program (for nanny-position aspirants and for already practicing professionals). The material was drawn up with help of experts, with the aim to point out weak spots...

The curriculum has set new courses, and sparked discussions about educational issues and teaching attitudes. Many parents have made positive comments about it. You too are of course welcome to have a look at the curriculum. The most important factor here is that you maintain good contact with the facility or childminder. Exercise your legal right to help the day-care centres and childminding facilities complete their tasks. The full version of the curriculum is available at www.kita-bildungsserver.de. Redaktionsschluss: 21.12.2017