| Abstract [eng] |
In democratic society implementing the equality of possibilities, the aim of education allows to elaborate “people’s responsibilities and capacities” necessary for the realization of individuals’ personal functions in society. Thus a big attention is paid to pre-school education as well (Blackledge and Hunt 1997). In the age of pre-school education a child’s socialization is taking place, that is conveyed by social maturity and the quality of maturity processes. In accordance to scientific research data (Bokhvin, 1996; Berchmann, 1995; Ch.Cooley, 1989) and the experience of the best children’s education institutions shows that “childish” activity and the logics of the development of the forms of “childish” world cognition (especially if it is exceptionally tolerated by adults) lead towards the origin of children’s psychosocial features, such as ability to communicate and collaborate (Ivoškaitė, 2007). Nevertheless, the pre-school education is significant not only for children and their successful socialization, but also for parents as when a child stars to attend the pre-school institution, his/her life obtains new purport. He/She has to divide his/her life into two essentially different social environments – family and preschool (Dencik 2005 p.81), as in accordance to the situation of socialization, a child conceives family as private and preschool institution as social life environment. A child, who attends the institution of pre-school education, has to adapt to this situation and to strive that it would become the space of socio-cultural life. The pre-school education in Lithuania is legitimated (Education Law of the Republic of Lithuania, 2003; The Conception of Pre-School Education of the Republic of Lithuania, 1989) as specific, independent sub-system of education system integrating children’s education in family as well as in institution of preschool education in the humanistic direction, encouraging the implementation of socio-cultural diversity and the principles of democratic lifestyle. Pre-school education helps a child purposefully to self-educate and helps a family successfully to combine responsibilities which allow to participate in work market and children’s education. It is very important for a family to know what possibilities and what responsibilities as well as what services and what qualities are provided in the institutions of pre-school education (Juodaitytė, Gaučaitė and Kazlauskienė 2009). The quality and accessibility of pre-school education are especially important for the further children’s (self-) education, however, parents’ participation in children’s education processes is a concurrent condition of children’s successful (self-) education. Thus the main role in child’s education falls on family and pre-school education and it is a specialized help for a family. So Lithuanian and foreign scientists always special attention paid to a family and its role in children’s pre-school education involving the problems of both family’s collaboration. |
