Search results

The article analyses the possibilities of distributed leadership development in Lithuanian pre-school education institutions. The aim of the article is to analyse the theoretical literature and other sources (strategic documents, legal acts, statistical information) and to reveal the possibilities of distributed leadership development in Lithuanian pre-school education institutions.Therefore, the following objectives have been set up: to provide the theoretical assumptions of distributed leadership and to analyse the interface between the development of distributed leadership and the context of Lithuanian pre-school education institutions.The article summarizes the scientific approach to distributed leadership. Attention is paid to the fact that the idea of distributed leadership is becoming popular, however, researchers use different definitions and concepts to define this leadership. These differences potentially arise from the different contexts where this form of leadership is analysed. Although there is no one common definition of distributed leadership, researchers identify some active participants (leaders) and emphasize the need for favourable environment (organizational culture) of mutual interaction. Distributed leadership in the organization is often characterized by the following features: each person's professionalism and experience are appreciated and supported; community spirit and atmosphere of trust prevail; attention is paid to pupils' learning experience; community members are continuously learning; everyone is included in decisionmaking; the management structures of the organization are (re)organized; leadership is carried out through (non) formal posts and actions; responsibility and accountability of all participants are important.Researchers acknowledge that distributed leadership is contextual, therefore, they believe that it is necessary to take into consideration the uniqueness of organizations. However, different researchers identify and analyse different contexts which, in their opinion, influence leadership in organizations. Some researchers identify the external and internal contexts of the organization, other researchers identify the institutional context, community context, national-cultural context, economic context, political context, school development context, and personal-specific context.After the comparison of the particularities of pre-school education institutions and general education schools, it is evident that the duration of work of these education institutions and the duration of work of teachers are different. These differences are significant, as distributed leadership is implemented through the interaction of leaders and their followers. Therefore, the more teachers and other employees are involved into the implementation of their direct responsibilities (education and/or care of children), the more it is complicated to find time for mutual interaction. In this respect, the pre-school education institutions are in less favourable situation in order to implement distributed leadership. The differences between pre-school and general education institutions are determined by different age of learners, different nature and intensity of communication with parents and the fact that pre-school education is non-formal education. Therefore, there is a bigger possibility to involve learners' parents into the processes of distributed leadership in the institutions of pre-school education rather than in general education institutions.Differences not only between different types of education institutions (general education institutions and pre-school education institutions), but also between education institutions of the same type are partly determined by the Law on Local Self-Government of the Republic of Lithuania (1994), as different municipalities may have different organization and funding of pre-school education institutions, different criteria and procedures of external assessment of institutions. Differences between education institutions of the same type in the same municipality are also possible, as the education system in Lithuania is decentralized and education institutions implementing different educational programs have the possibility to make decisions on the management, curriculum content, and measures. The documents regulating the assessment of activity give considerable power to the communities of institutions, i.e. teachers, employees, learners' parents. Therefore, it is possible to state that the institutional context is quite favourable for the development of distributed leadership in Lithuanian pre-school education institutions.According to the statistical data of Lithuania, there are significant disparities among the same type of education institutions in urban and rural areas, which are determined by different contexts of communities. Significant disparities are also observed among communities of different types of education institutions, which are partly determined by the different age and gender of the heads and teachers of education institutions.The studies of cultural dimensions carried out by researchers show that Lithuania is attributed to the countries with high power distance (strong social hierarchy), and this can cause difficulties to develop distributed leadership. Since the statistical sociodemographic data (age, gender, education) of Lithuanian education institutions are quite different from the general statistics of Lithuania, it is appropriate to carry out empirical studies that would assess the cultural dimensions of Lithuanian education institutions (preschool education and general education institutions) as well as power distance (i.e. social hierarchy).The context of the development of Lithuanian schools is favourable for the development of the ideas of distributed leadership both in general education and pre-school education institutions. The favourable context for the implementation of the ideas of leadership is determined by the Lithuanian strategic documents and strategic documents of education policy. Also, the project "Time for Leaders", initiated by the Ministry of Education and Science and which has been implemented for almost a decade, plays a significant role in disseminating the ideas of leadership in Lithuania.According to the theoretical research, it is possible to state that the institutional, school development and personal-specific contexts of Lithuanian pre-school education institutions are favourable for the development of distributed leadership in pre-school education institutions. Meanwhile, the national cultural context, the different contexts of communities of education institutions can pose difficulties to implement the ideas of distributed leadership. The analysis of the theoretical material and legal framework reveals the need to carry out the empirical research of distributed leadership in Lithuanian pre-school education institutions, to reveal the challenges and particularities of its implementation, as well as to reveal good practices. ; Straipsnyje analizuojamos pasidalytosios lyderystės plėtros galimybės Lietuvos ikimokyklinio ugdymo įstaigose. Teorinis tyrimas atskleidė, kad pasidalytosios lyderystės plėtrai yra svarbūs šie ugdymo įstaigų kontekstai: institucinis, bendruomenių, nacionalinis kultūrinis, ekonominis, politinis, mokyklų tobulinimo ir asmeninis specifinis. Remiantis teoriniu tyrimu galima teigti, kad Lietuvos ikimokyklinio ugdymo įstaigų institucinis, mokyklų tobulinimo, asmeninis specifinis kontekstai yra palankūs pasidalytosios lyderystės plėtrai, o nacionalinis kultūrinis kontekstas, skirtingi ugdymo įstaigų bendruomenių kontekstai gali kelti sunkumų pasidalytosios lyderystės idėjų įgyvendinimui. Teorinis tyrimas atskleidė empirinių tyrimų būtinybę ir svarbą toliau tiriant pasidalytosios lyderystės plėtros galimybes Lietuvos ikimokyklinio ugdymo įstaigų kontekste.

Pre-school and pre-primary education is provided in the pre-school education institution. Lithuania complies with the essential principles of quality pre-school education provided by the European Union, as well as the general principles of pre-school education and the principles of the educational process. Children attending pre-school education institutions are also assigned to the "Alfa" generation of children who want answers to their questions immediately, who value relationships with peers, and this is successfully developed carrying out the projects. Projects are planned and organized activities of the teaching / learning process, during which children acquire knowledge closely related to real life practice, there are developed all competencies. Particularly important are international projects which develop children's skills, global communication and cooperation as well as the sharing of experiential activities with other project participants. The most common platforms via which there are carried out international projects in pre-school institutions are eTwinning and Nordplus. The role of the teacher in project activities is not only to encourage and motivate students for proactive activities, but also to perform it, giving students the opportunity to choose activities according to their abilities, hobbies and competencies. 2. Summarizing the results of the research of interviews with teachers, it can be concluded that during the development of projects, there is consulted and cooperated with children in order to improve the missing and deepen existing abilities and competencies, therefore the goals and objectives of international projects are formulated based on these criteria. It should be noted that in the being developed international projects a lot of attention is paid not only to the development of all five, but also to the development of intercultural competence. Especially there is emphasized the importance of the use of ICT for both the teacher and the children. The interviewed teachers emphasize the importance of publicizing / disseminating the results of international projects. The teachers share good practices in various seminars, trainings, and science fairs either.

Pre-school and pre-primary education is provided in the pre-school education institution. Lithuania complies with the essential principles of quality pre-school education provided by the European Union, as well as the general principles of pre-school education and the principles of the educational process. Children attending pre-school education institutions are also assigned to the "Alfa" generation of children who want answers to their questions immediately, who value relationships with peers, and this is successfully developed carrying out the projects. Projects are planned and organized activities of the teaching / learning process, during which children acquire knowledge closely related to real life practice, there are developed all competencies. Particularly important are international projects which develop children's skills, global communication and cooperation as well as the sharing of experiential activities with other project participants. The most common platforms via which there are carried out international projects in pre-school institutions are eTwinning and Nordplus. The role of the teacher in project activities is not only to encourage and motivate students for proactive activities, but also to perform it, giving students the opportunity to choose activities according to their abilities, hobbies and competencies. 2. Summarizing the results of the research of interviews with teachers, it can be concluded that during the development of projects, there is consulted and cooperated with children in order to improve the missing and deepen existing abilities and competencies, therefore the goals and objectives of international projects are formulated based on these criteria. It should be noted that in the being developed international projects a lot of attention is paid not only to the development of all five, but also to the development of intercultural competence. Especially there is emphasized the importance of the use of ICT for both the teacher and the children. The interviewed teachers emphasize the importance of publicizing / disseminating the results of international projects. The teachers share good practices in various seminars, trainings, and science fairs either.

The concept of leadership and theoretical preconditions for leadership of the head of a pre-school education institution in scientific literature and legislative acts are provided in the paper.In the 21st century all institutions underwent tranformation, change has become a continuous process. That is determined by social and economic changes in society, rapid science and technology development. Changes in society, the role of leadership, management competences in education community and an institution are the issues highlighted in European and Lithuanian strategic and education policy documents. Such changes as a new style of leadership, community involvement in decision-making, implementation of shared decisions, revision and implementation of education programmes are inevitable in pre-school education institutions taking into account that the legislative framework of pre-school education has been changed.When analyzing leadership issues Lithuanian and foreign researchers focus on leadership in general education schools. A review of research carried out in Lithuania and abroad into leadership in the education sector showed that leadership in pre-school education institutions and such issue as coherent leadership at individual, institutional and communal levels.have been little researched. ; Straipsnyje apibrėžiama lyderystės samprata, atskleidžiamos mokslininkų darbuose, teisės aktuose egzistuojančios ikimokyklinio ugdymo įstaigos vadovo lyderystės teorinės prielaidos.Visuomenėje nuolat vykstantys pokyčiai sąlygoja socialinę ir ekonominę visuomenės kaitą, sparčią mokslo ir technologijų raidą. Apie būtinybę visuomenei keistis, apie lyderystę ir vadovavimo kompetencijų svarbą švietimo bendruomenėse ir institucijose kalbama Europos ir Lietuvos strateginiuose ir švietimo politikos dokumentuose. Pokyčius ikimokyklinio ugdymo sektoriuje, keičiant įstaigų vadovavimo būdą, įtraukiant bendruomenes į sprendimų priėmimą ir jų įgyvendinimą, atnaujinant ugdymo programas ir jas realizuojant, sąlygoja ir atnaujinta ikimokyklinį ugdymą apibrėžianti įstatymų bazė.Lietuvos ir užsienio mokslininkai nagrinėja lyderystės temą, atlieka mokslinius tyrimus, orientuodamiesi į lyderystės raiškos analizę bendrojo lavinimo mokyklose. Analizuojant atliktų lyderystės švietimo sektoriuje mokslinių tyrimų duomenis, ir Lietuvoje, ir užsienyje pasigendama lyderystės klausimų išsamaus nagrinėjimo, mokslinių tyrimų apie lyderystę ikimokyklinio ugdymo sektoriuje: ikimokyklinio ugdymo vadovų darnią lyderystę, jų gebėjimus, lyderystės raišką asmeniniu, švietimo įstaigos ir išorės subjektų lygmeniu.

A smart society starts from pre-school age. Aiming to implement the National Education Strategy for 2013–2022, the considerable attention is paid to the involvement of children into pre-school education, where their individual skills would be more actively disclosed. It is therefore essential to develop alternatives within education system, which would be accessible, attractive and valuable to those groups of society that are currently not sufficiently enough involved into education. Considering that the economic well-being of the Republic of Lithuania is growing and the employment is increasing, the requirements for the quality and availability of public services are increasing in the society, it is worth to be mentioned that Lithuanian society also expects more accessibility and quality of services in pre-school education institutions. The aim of the research is to reveal the possibilities of new ways and channels of delivering public service in pre-school education institutions. Having conducted the content analysis of scientific literature and synthesis of ideas substantiated with scientific analysis as well as having conducted qualitative research in pre-school education institutions of Mažeikiai County Municipality, the research is based on the case of Mažeikiai county. The selection of the research object – public services in pre-school education institutions and their delivery ways and channels – is based on the aim of education policy to increase the accessibility, repeatability, individualization of services for early education as well as the increasing interest in modern ways of service delivery in Lithuania, by combining direct and indirect service delivery channels. In the second decade of the 21st century, scientists' attention paid to the personalization and particularity of the service is increasing, as the user's needs and the supplier's possibilities are growing. Innovative technical channels and a whole set of instruments are increasingly being used to personalize services (A. Patapas, V. Vilutytė-Žilienė, 2013, pp. 312–325; A. Jonas, 2016, p. 206). Services are often available through several different distribution channels, which, according to L. Bagdonienė et al. (2004), are understood as the chains of entities (individuals and organizations) involved in the delivery of services and performing specific functions. There are two types of service delivery channels – direct and indirect (through intermediaries) – distinguished by authors, and on the basis of the latest scientific literature, we have included one more channel, when both channels are combined. Direct service delivery may be provided at the provider's institution or in the consumer's location, or some services may be provided at either location. Meanwhile, the indirect service channel can take many forms, whose structures are rapidly changing and they are increasingly complex, with active use of e-services, m-services and smart services. In Lithuania,10-15 years ago, direct education services included all educational services (education and care, educational assistance, parent education, etc.) and most of social services (nutrition, health care, social and psychological assistance, ensuring of physical, social and emotional security, family support, etc.). Today, we are talking about combining these channels and the increasing involvement of stakeholders and social partners into service delivery. In this way, modern service delivery channels could be: 1) alternative to the traditional channel (direct service delivery at the provider's institution or at the recipient's home) when digital technologies are used, according to the provider's choice or the recipient's choice, 2) chains and networks created by inter-institutional co-operation and partnership, when educational and social services are delivered both directly (recreational services for children and family, temporary education and care, child care centres, babysitting services, social and psychological assistance in pre-school education institution or at home, etc.) and indirectly (e-communication with parents, informing about health, social support from local authorities, issues on children's rights, supply of extracurricular activities, involvement in local community activities, etc.), usually by coordinating delivery channels. The analysis of the material collected during the semi-structured interview (six heads of pre-school education institutions in Mažeikiai county and one specialist from education department who works with kindergartens were interviewed) allowed to distinguish the following particularities and perspectives of the delivery of modern pre-school education services: 1. Delayed political decisions are among the external factors that hinder the increased use of modern services and delivery channels. The process is promoted by opportunities created by information technology and migration, as emigrants returning to Lithuania want new, more diverse services for their children. 2. Of the internal factors that influence the development of modern services, the competence of the staff of pre-school education institution is the most significant. At present, it is of paramount importance in educational services, without avoiding to introduce alternative educational programs. There is active learning to ensure the social and emotional safety of children, but there is the lack of deeper understanding and readiness to provide family support services and work with at-risk families. 3. Inter-institutional cooperation is important in service supply chain. It has increased in providing educational, physical, emotional security services for a child; there is the lack of active social interaction with other institutions in providing family support and social security services. 4. Through the combination of direct and indirect service delivery channels, the use of digital technologies is important, and informants see their potential in increasing access to services, increasing diversity of services, reducing the disparity in service availability between urban and rural areas, and creating new quality of education. 5. In Lithuania, it has not been prepared so far for the model of pre-school education at home and family support, and during the transitional period there would be an approval for mobile kindergarten groups. 6. Nanny service, as an alternative service to early childhood education, is provided only in exceptional situations, and it would be viable in the cities and its funding should be complex; the pedagogical and value competence of a nanny is important as well.

A smart society starts from pre-school age. Aiming to implement the National Education Strategy for 2013–2022, the considerable attention is paid to the involvement of children into pre-school education, where their individual skills would be more actively disclosed. It is therefore essential to develop alternatives within education system, which would be accessible, attractive and valuable to those groups of society that are currently not sufficiently enough involved into education. Considering that the economic well-being of the Republic of Lithuania is growing and the employment is increasing, the requirements for the quality and availability of public services are increasing in the society, it is worth to be mentioned that Lithuanian society also expects more accessibility and quality of services in pre-school education institutions. The aim of the research is to reveal the possibilities of new ways and channels of delivering public service in pre-school education institutions. Having conducted the content analysis of scientific literature and synthesis of ideas substantiated with scientific analysis as well as having conducted qualitative research in pre-school education institutions of Mažeikiai County Municipality, the research is based on the case of Mažeikiai county. The selection of the research object – public services in pre-school education institutions and their delivery ways and channels – is based on the aim of education policy to increase the accessibility, repeatability, individualization of services for early education as well as the increasing interest in modern ways of service delivery in Lithuania, by combining direct and indirect service delivery channels. In the second decade of the 21st century, scientists' attention paid to the personalization and particularity of the service is increasing, as the user's needs and the supplier's possibilities are growing. Innovative technical channels and a whole set of instruments are increasingly being used to personalize services (A. Patapas, V. Vilutytė-Žilienė, 2013, pp. 312–325; A. Jonas, 2016, p. 206). Services are often available through several different distribution channels, which, according to L. Bagdonienė et al. (2004), are understood as the chains of entities (individuals and organizations) involved in the delivery of services and performing specific functions. There are two types of service delivery channels – direct and indirect (through intermediaries) – distinguished by authors, and on the basis of the latest scientific literature, we have included one more channel, when both channels are combined. Direct service delivery may be provided at the provider's institution or in the consumer's location, or some services may be provided at either location. Meanwhile, the indirect service channel can take many forms, whose structures are rapidly changing and they are increasingly complex, with active use of e-services, m-services and smart services. In Lithuania,10-15 years ago, direct education services included all educational services (education and care, educational assistance, parent education, etc.) and most of social services (nutrition, health care, social and psychological assistance, ensuring of physical, social and emotional security, family support, etc.). Today, we are talking about combining these channels and the increasing involvement of stakeholders and social partners into service delivery. In this way, modern service delivery channels could be: 1) alternative to the traditional channel (direct service delivery at the provider's institution or at the recipient's home) when digital technologies are used, according to the provider's choice or the recipient's choice, 2) chains and networks created by inter-institutional co-operation and partnership, when educational and social services are delivered both directly (recreational services for children and family, temporary education and care, child care centres, babysitting services, social and psychological assistance in pre-school education institution or at home, etc.) and indirectly (e-communication with parents, informing about health, social support from local authorities, issues on children's rights, supply of extracurricular activities, involvement in local community activities, etc.), usually by coordinating delivery channels. The analysis of the material collected during the semi-structured interview (six heads of pre-school education institutions in Mažeikiai county and one specialist from education department who works with kindergartens were interviewed) allowed to distinguish the following particularities and perspectives of the delivery of modern pre-school education services: 1. Delayed political decisions are among the external factors that hinder the increased use of modern services and delivery channels. The process is promoted by opportunities created by information technology and migration, as emigrants returning to Lithuania want new, more diverse services for their children. 2. Of the internal factors that influence the development of modern services, the competence of the staff of pre-school education institution is the most significant. At present, it is of paramount importance in educational services, without avoiding to introduce alternative educational programs. There is active learning to ensure the social and emotional safety of children, but there is the lack of deeper understanding and readiness to provide family support services and work with at-risk families. 3. Inter-institutional cooperation is important in service supply chain. It has increased in providing educational, physical, emotional security services for a child; there is the lack of active social interaction with other institutions in providing family support and social security services. 4. Through the combination of direct and indirect service delivery channels, the use of digital technologies is important, and informants see their potential in increasing access to services, increasing diversity of services, reducing the disparity in service availability between urban and rural areas, and creating new quality of education. 5. In Lithuania, it has not been prepared so far for the model of pre-school education at home and family support, and during the transitional period there would be an approval for mobile kindergarten groups. 6. Nanny service, as an alternative service to early childhood education, is provided only in exceptional situations, and it would be viable in the cities and its funding should be complex; the pedagogical and value competence of a nanny is important as well.

A smart society starts from pre-school age. Aiming to implement the National Education Strategy for 2013–2022, the considerable attention is paid to the involvement of children into pre-school education, where their individual skills would be more actively disclosed. It is therefore essential to develop alternatives within education system, which would be accessible, attractive and valuable to those groups of society that are currently not sufficiently enough involved into education. Considering that the economic well-being of the Republic of Lithuania is growing and the employment is increasing, the requirements for the quality and availability of public services are increasing in the society, it is worth to be mentioned that Lithuanian society also expects more accessibility and quality of services in pre-school education institutions.The aim of the research is to reveal the possibilities of new ways and channels of delivering public service in pre-school education institutions. Having conducted the content analysis of scientific literature and synthesis of ideas substantiated with scientific analysis as well as having conducted qualitative research in pre-school education institutions of Mažeikiai County Municipality, the research is based on the case of Mažeikiai county.The selection of the research object – public services in pre-school education institutions and their delivery ways and channels – is based on the aim of education policy to increase the accessibility, repeatability, individualization of services for early education as well as the increasing interest in modern ways of service delivery in Lithuania, by combining direct and indirect service delivery channels. In the second decade of the 21st century, scientists' attention paid to the personalization and particularity of the service is increasing, as the user's needs and the supplier's possibilities are growing. Innovative technical channels and a whole set of instruments are increasingly being used to personalize services (A. Patapas, V. Vilutytė-Žilienė, 2013, pp. 312–325; A. Jonas, 2016, p. 206).Services are often available through several different distribution channels, which, according to L. Bagdonienė et al. (2004), are understood as the chains of entities (individuals and organizations) involved in the delivery of services and performing specific functions. There are two types of service delivery channels – direct and indirect (through intermediaries) – distinguished by authors, and on the basis of the latest scientific literature, we have included one more channel, when both channels are combined. Direct service delivery may be provided at the provider's institution or in the consumer's location, or some services may be provided at either location. Meanwhile, the indirect service channel can take many forms, whose structures are rapidly changing and they are increasingly complex, with active use of e-services, m-services and smart services.In Lithuania,10-15 years ago, direct education services included all educational services (education and care, educational assistance, parent education, etc.) and most of social services (nutrition, health care, social and psychological assistance, ensuring of physical, social and emotional security, family support, etc.). Today, we are talking about combining these channels and the increasing involvement of stakeholders and social partners into service delivery. In this way, modern service delivery channels could be: 1) alternative to the traditional channel (direct service delivery at the provider's institution or at the recipient's home) when digital technologies are used, according to the provider's choice or the recipient's choice, 2) chains and networks created by inter-institutional co-operation and partnership, when educational and social services are delivered both directly (recreational services for children and family, temporary education and care, child care centres, babysitting services, social and psychological assistance in pre-school education institution or at home, etc.) and indirectly (e-communication with parents, informing about health, social support from local authorities, issues on children's rights, supply of extracurricular activities, involvement in local community activities, etc.), usually by coordinating delivery channels.The analysis of the material collected during the semi-structured interview (six heads of pre-school education institutions in Mažeikiai county and one specialist from education department who works with kindergartens were interviewed) allowed to distinguish the following particularities and perspectives of the delivery of modern pre-school education services: Delayed political decisions are among the external factors that hinder the increased use of modern services and delivery channels. The process is promoted by opportunities created by information technology and migration, as emigrants returning to Lithuania want new, more diverse services for their children. Of the internal factors that influence the development of modern services, the competence of the staff of pre-school education institution is the most significant. At present, it is of paramount importance in educational services, without avoiding to introduce alternative educational programs. There is active learning to ensure the social and emotional safety of children, but there is the lack of deeper understanding and readiness to provide family support services and work with at-risk families. Inter-institutional cooperation is important in service supply chain. It has increased in providing educational, physical, emotional security services for a child; there is the lack of active social interaction with other institutions in providing family support and social security services. Through the combination of direct and indirect service delivery channels, the use of digital technologies is important, and informants see their potential in increasing access to services, increasing diversity of services, reducing the disparity in service availability between urban and rural areas, and creating new quality of education. In Lithuania, it has not been prepared so far for the model of pre-school education at home and family support, and during the transitional period there would be an approval for mobile kindergarten groups. Nanny service, as an alternative service to early childhood education, is provided only in exceptional situations, and it would be viable in the cities and its funding should be complex; the pedagogical and value competence of a nanny is important as well. ; Straipsnyje pristatomas naujų viešųjų paslaugų teikimo būdų ir kanalų galimybių tyrimas ikimokyklinio ugdymo įstaigose. Prie naujų paslaugų teikimo būdų priskyrus tuos, kuriuose derinami tiesioginis ir netiesioginis paslaugų teikimo kanalai, analizuojama tokių paslaugų situacija Lietuvoje ir kitose ES valstybėse. Pasitelkus kokybinio tyrimo strategiją, išsiaiškinti pagrindiniai procesus skatinantys ir juos stabdantys veiksniai.

The service quality of pre-school education institutions is a pivotal issue in meeting the expectations of education policies in Türkiye regarding solution proposals, institution adequacy and dissemination of pre-school education, and supporting children's development at a desired level. This study evaluates the service quality in pre-school education institutions through the Servqual method. The study's working group consisted of 428 parents whose children learn at pre-school education institutions in İzmir, Diyarbakır, Karaman, Kahramanmaraş, and Zonguldak provinces during the 2020-2021 academic year. The study deployed the Servqual scale as a data collection tool. The results revealed that the parents' expectations were met regarding tangibles and empathy, while their expectations were unmet regarding reliability, responsiveness and assurance.

4th World Conference on Educational Sciences (WCES) -- FEB 02-05, 2012 -- Univ Barcelona, Barcelona, SPAIN ; WOS: 000314465901120 ; Pre-school period is the first stage to gain experience in terms of various learning environments. This period which can serve as a springboard for future accomplishments is very important for every child, and therefore, should provide equal opportunities for every individual. This descriptive study aims to identify the existing situation by comparatively looking into variables such as the age student with disabilities start preschool, educational model, support provided to families and support personnel. In most of the European Union countries, during preschool years, mainstreaming, inclusion or segregated education model is used. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu ; Acad World Educ & Res Ctr, Near E Univ, Bahcesehir Univ, Ankara Univ, Hacettepe Univ, Cyprus Educ Sci Assoc

Aim of the study. To evaluate the attitude of parents, whose children are attending pre-school education institutions, and dietitians working in them, towards the organization of meals for children in Kaunas city pre-school education institutions. Methodology. Quantitative Study. A total of 356 parents were surveyed by means of a questionnaire in preschools of Kaunas city on October-December of 2019. The statistical analysis was performed using IBM SPSS Statistics 24.0 software package (version 24.0). Results were considered statistically significant when p<0.05. Qualitative Study. A total of three semi-structured interviews were conducted in the same preschools on December 2-6 of 2019. Transcribed conversations were used for further data analysis. Results. Majority of parents were satisfied with their children's meals and did not see any food insufficiencies in the menus (76,4% and 70,8%), but parents of children attending state kindergartens were more likely to miss certain products (p<0.05). 72.8% of parents agreed that the meals for their child (children) in kindergarten met the requirements of a healthy diet, and 89.3% indicated they trusted the kindergarten staff and their work, but parents of children attending private kindergartens trusted it more often (p<0.05). Specialists state that when preparing a menu, they have necessary competence, and ensure they follow the legislation and recommendations, also taking into account the opinion of their supervisor. However, 61.8% of parents are not involved in the preparation of the menu, and half of them are not informed about daily changes in the menu, although every second respondent has expressed a desire to be involved in this process. Parents of children attending state kindergartens are more often involved in it and are more actively informed about daily changes (p<0.05). Respondents also distinguished poor food quality. Dietitians confirmed that suppliers often deliver low-quality products and mix their quantities. They also pointed out more fundamental problems: lack of kitchen inventory, hostile attitude of parents and educators towards health-friendly products, low daily meal cost. Important to note that more than half of the respondents indicated they would agree to pay more for better nutrition. It has also been found that only a small proportion of children need personalized meals, with children attending private kindergartens needing it more often (p<0.05). Only half of children, who need a personalized meal, receive it, and only a fifth of them have a customized menu. Dietitians have confirmed they face a lack of information when preparing personalized diet menus. Conclusions. The attitude of parents towards the organization of meals for children in pre-school education institutions in Kaunas city was quite positive, but certain aspects differed in private and state-run pre-school education institutions. The main problems reported by dietitians were: the quality of services provided by food suppliers; lack of information and knowledge for the growing need for personalized nutrition; lack of kitchen equipment.

Aim of the study. To evaluate the attitude of parents, whose children are attending pre-school education institutions, and dietitians working in them, towards the organization of meals for children in Kaunas city pre-school education institutions. Methodology. Quantitative Study. A total of 356 parents were surveyed by means of a questionnaire in preschools of Kaunas city on October-December of 2019. The statistical analysis was performed using IBM SPSS Statistics 24.0 software package (version 24.0). Results were considered statistically significant when p<0.05. Qualitative Study. A total of three semi-structured interviews were conducted in the same preschools on December 2-6 of 2019. Transcribed conversations were used for further data analysis. Results. Majority of parents were satisfied with their children's meals and did not see any food insufficiencies in the menus (76,4% and 70,8%), but parents of children attending state kindergartens were more likely to miss certain products (p<0.05). 72.8% of parents agreed that the meals for their child (children) in kindergarten met the requirements of a healthy diet, and 89.3% indicated they trusted the kindergarten staff and their work, but parents of children attending private kindergartens trusted it more often (p<0.05). Specialists state that when preparing a menu, they have necessary competence, and ensure they follow the legislation and recommendations, also taking into account the opinion of their supervisor. However, 61.8% of parents are not involved in the preparation of the menu, and half of them are not informed about daily changes in the menu, although every second respondent has expressed a desire to be involved in this process. Parents of children attending state kindergartens are more often involved in it and are more actively informed about daily changes (p<0.05). Respondents also distinguished poor food quality. Dietitians confirmed that suppliers often deliver low-quality products and mix their quantities. They also pointed out more fundamental problems: lack of kitchen inventory, hostile attitude of parents and educators towards health-friendly products, low daily meal cost. Important to note that more than half of the respondents indicated they would agree to pay more for better nutrition. It has also been found that only a small proportion of children need personalized meals, with children attending private kindergartens needing it more often (p<0.05). Only half of children, who need a personalized meal, receive it, and only a fifth of them have a customized menu. Dietitians have confirmed they face a lack of information when preparing personalized diet menus. Conclusions. The attitude of parents towards the organization of meals for children in pre-school education institutions in Kaunas city was quite positive, but certain aspects differed in private and state-run pre-school education institutions. The main problems reported by dietitians were: the quality of services provided by food suppliers; lack of information and knowledge for the growing need for personalized nutrition; lack of kitchen equipment.

Politicians of education of Lithuania emphasise the necessity to raise the prestige of the pedagogue's work; therefore, pedagogues' competence and qualification become particularly significant. This requires constant improvement and renewal; thus, learning of specialists of pre-school education becomes an integral part of their professional activity. Pedagogues' learning combines three ways: formal, non-formal and informal learning. Having carried out the analysis of scientific, methodical literature, it was noticed that currently pre-school education specialists are improving their professional competence combining all three ways of learning but there is no official or legitimated national or institutional model acknowledging knowledge acquired in the informal way. This creates a possibility for designing a new model for improving competencies of pre-school education pedagogues.

Politicians of education of Lithuania emphasise the necessity to raise the prestige of the pedagogue's work; therefore, pedagogues' competence and qualification become particularly significant. This requires constant improvement and renewal; thus, learning of specialists of pre-school education becomes an integral part of their professional activity. Pedagogues' learning combines three ways: formal, non-formal and informal learning. Having carried out the analysis of scientific, methodical literature, it was noticed that currently pre-school education specialists are improving their professional competence combining all three ways of learning but there is no official or legitimated national or institutional model acknowledging knowledge acquired in the informal way. This creates a possibility for designing a new model for improving competencies of pre-school education pedagogues.

The article highlights the results of the approbation of the method of forming the basis of valuable attitude to the health of children aged 6-7 years of life in the interaction of the institutions of preschool education and primary school. The stages of organization of experimental work are presented in the paper. The basic forms and methods of formation of the basis of valuable attitude to the own health of children 6-7 years of life are determined. The achievements of pre-school childhood with the purpose of their enrichment at the junior school age and ensuring the consistent growth of the child's personality are determined. The necessity of taking into account the principle of continuity in the work of the institution of preschool education and primary school is proved in relation to the formation of healthy lifestyle habits of children. The work with teachers, parents is analyzed in the context of the problem under investigation.