The attitude of parents influences formation of children’s attitude to life. It is even more noticeable when speaking about media. The proposed contribution shows partial results of research carried out as a part of VEGA project No. 1/0913/15: Media literacy of young school-age children in the context of family and school cooperation. The character of the empirical research was diagnostic and quantitative-qualitative. The aim of the research was to examine media education performed in formal and non-formal ways among young schoolaged children in Slovakia. 28 schools from all over Slovakia were examined in the presented research. The contribution focuses mainly on findings from questionnaires given to parents and other focus groups, i.e. pupils.

The teacher’s misbehaviour has an adverse influence on students’ motivation and adjustment in school. It even has more permanent effects on students than the teacher’s good behaviour. The objective of this study was to apply Korthagen’s model of levels of change in exploring teachers’ most unacceptable characteristics from the perspective of students (n = 158), teachers (n = 78) and parents (n = 148), and to reveal possible differences depending on primary and secondary school and the length of teachers’ experience. The listed characteristics fit Korthagen’s model mostly in the levels of mission, behaviour and identity. Some differences were found between primary and secondary school, as well as ones related to teachers’ length of experience.

Parents of children with Down syndrome face many challenges related to their children’s disability. They manage to raise their children primarily thanks to their internal resources, protective psychological traits and help from other people. The aim of this study was to investigate the level of ego-resiliency as an important personality trait in a group of mothers and fathers of children with Down syndrome. The relationship between ego-resiliency and parental satisfaction was also studied. The sample consisted of 126 parents (75 mothers and 51 fathers). Our results show that there is no difference in the level of ego-resiliency between mothers and fathers of children with Down syndrome. Nevertheless, it is noticed that there is a difference in perceived stress, psychological well-being and some aspects of parental satisfaction between parents with high and low levels of ego-resiliency. These results give an interesting insight into the internal func- tioning of parents of children with Down syndrome.

The aim of this study was to investigate the relationship between perceived stress and psychological well-being among parents of children with down syndrome. The relationship between perceiving one’s parenthood and well-being was also studied. The sample consisted of 126 parents (75 mothers and 51 fathers, aged 25-69) of children with down syndrome. our results show that ego-resiliency is a partial mediator of the relationship between perceived stress and psychological well-being. Moreover, there is a difference in well-being between parents who perceive their parenthood as a burden or challenge, and parents who report happiness and satisfaction.

The article deals with the field of gifted children, who are considerably neglected from the point of view of programmatic and legislative approaches in the field of education in the Republic of Slovenia. The substantive research focus is therefore mainly on understanding and detailing the role of parents in discovering characteristics of potential giftedness and the role that parents have in promoting the child’s potential in one of the areas of giftedness. In the empirical part of the paper, we examined the extent to which parents perceive potential giftedness in their preschool children and whether they encourage them in developing their potential in different areas of giftedness. We used a descriptive, noncausal, and nonexperimental method. The survey sample included 201 parents of preschool children in the developmental period of early childhood from 4 to 6 years. Data were obtained using a questionnaire developed based on Giftedness Rating Scale to identify gifted children in elementary school and adapted to survey participants. Based on the established hypotheses, we reviewed the differences in the perception and promotion of different areas of potential giftedness in relation to the child’s gender and age, the parents’ educational level, and the outstanding strong area subjectively assessed by the parents. We also examined the relationship between the variables of perception and promotion of potential giftedness. The results of the study are relevant to the field of potentially gifted preschool children and the further recognition and promotion of their potential in kindergarten and in the family.

Social and political transformations inevitably cause changes in people’s mindsets and result in conversion of a national educational system. Ukraine, as a post soviet country, is still trying to put away its totalitarian past and adopt the latest human rights policies that have been successfully functioning in the “developed” world for several decades. This study evaluates the quality of inclusive education in Ukraine, specifically focusing on services provided to families of students with disabilities whose views and opinions are often neglected by governmental officials responsible for creating inclusive environments.

Teachers and parents are partners; each has an important role in achieving a common goal, which is rearing and educating children. Research has shown that successful teacher-parent cooperation positively contributes to holistic child development, academic success and behaviour, as well as reducing disciplinary problems. For teachers and parents to acquire a better mutual understanding and support is striving towards this common goal, it is important that each knows the other’s views and perspectives. The presented study focused on how teachers and parents perceive cooperation when managing disciplinary problems in the classroom and what they believe are the most successful classroom prevention and intervention strategies. The pooled survey used in this research included 107 class teachers and 291 parents from eleven primary schools in the North-East Region of Slovenia. The research has shown some important differences in the attitudes of teachers and parents, which should be taken into account when improving classroom management.

Ample research has been done on rumination and mental health. However, minimum effort has been exerted to investigate these variables among parents of differently-abled children. The presented study investigates the relationship between rumination and mental health among parents of differently-abled children. The study also aimed to revisit the psychometric characteristics of the rumination scale. Two hundred parents were selected from different rehabilitation schools of the Kashmir Valley. The mean age and standard deviation of the respondents were 40.04 and 5.31, respectively. Results of the Confirmatory Factor Analysis (CFA) indicated that model fit for the rumination scale was poor (c2 /df = 2.33; CFI =.65; AGFI;.76; RMSEA;.08; TLI;.61), whereas the model fit of the mental health was excellent. A negative relationship was found between rumination and mental health on the composite score as well as on their dimensions.

Children’s individual experience gained within families may lead to the development of both prosocial and aggressive behaviours. The aim of the paper is to analyse the phenomenon of aggression in the family environment. Extensive specialist literature indicates that there are often many co-occurring factors that determine child aggression. Children live in a dysfunctional family, in conditions of poverty and parental pathology, experience parental hostility and violence, are neglected, their vital biological and psychological needs are not met, they undergo inadequate upbringing training. They also experience aggression in sibling relations. Thus, the family provides them with comprehensive aggressive education for years. An important issue is to prevent and control aggression in the family. It is not easy and requires actions at three levels: social, individual and family. The article also presents an interesting intervention model in a sibling aggression situation.

The study evaluated the effectiveness of the intervention for families raising children with autism aimed to improve the family’s quality of life, strengthen its capacity, and expand rights and opportunities. The experimental intervention was implemented at the Educational and Rehabilitation Center for Children with Autism “Trust” (Lviv, Ukraine). It had one experimental group (30 people) and two control groups (60 people). The effectiveness and duration of the intervention effects were assessed using a before/after study design with the same questionnaire. Findings from the survey evidence the effectiveness of the intervention, in particular, for expanding the family’s capabilities, its capacity, improving relationships in family subsystems, increasing parental competence, and improving well-being. Limitations of the intervention are discussed.

This study aims to analyse parents’ perception of the pandemic’s impact on their daily lives, considering experienced stressful COVID-19-related events, and effect on the condition of family members. A total of 1072 triads (mother, father, and child) participated in the study. We assessed the perceived changes in daily lives due to the pandemic and the occurrence of seven stressful COVID-19 events (for both parents) and positive and negative affective states experienced in the last few weeks (for both parents and their children). Fathers who were prohibited from doing their job or experienced a decrease in income during the pandemic were more likely to perceive greater negative changes in the quality of their daily lives. Mothers’ perception of negative changes was associated with decreased income, death of a close person, self-isolation and the father’s negative affect. Personal or child experience of the COVID-19 infection did not contribute to the explanation of the variance of perceived deterioration in daily lives in none of the samples.

The paper deals with the possibility of using a screening method for the assessment of intellectual giftedness at preschool age by two groups of persons – nursery teachers and parents. It presents The Characteristics of Giftedness Scale (CGS) for preschool children from Linda Silverman and its Czech translation that was verified from the aspect of parallel validity with a standardized IQ test. The CGS was filled in by experienced nursery teachers and by parents of preschool children and their assessments were analysed from the aspect of similarity and diversity. The results show that teacher assessment is closer to the IQ test results compared with parents who tend to overestimate their children. Eight items with low agreement between the two groups of respondents were identified and their expected sources discussed.

This paper deals with the problem of school climate and research into it. We introduce results of school climate assessment at grammar school from the viewpoint of students, teachers and parents.

The presented empirical study deals with the career decisionmaking of Czech students of secondary technical (ISCED 3A) and secondary vocational schools (ISCED 3C). In the given population it is a difficult decisionmaking process with several critical moments. What is presented are partial findings of students’ and their parents’ views on the autonomy of the student and the influence of the significant others on career decisionmaking. The instrument of data collection was paired questionnaires for final-year students and their parents. Data collection took place in March and April 2011 at twenty secondary schools in four regions of the Czech Republic. The sample consisted of 442 students and the same number of parents. Although students as well as parents were inclined to believe that career decisionmaking should be mainly an autonomous affair of the student, the empirical findings show a not negligible influence of parents. Other significant others were attributed a smaller degree of influence by the respondents.

This article focuses on the question concerning the significance of the differences between the statistical average of parents’ sense of pedagogical efficacy with regard to their level of gender role development. Quantitative strategy, theoretical exploratory type, experimental schematic, data collection methods: situational and paper-pencil testing, random sample selection, data analysis: one-way ANOVA – these are the main methodological parameters of this study. The result shows that the level of gender role development explained over 19% of the variation in the sense of efficacy.

In this study, research on whether there is a significant relationship between the dominant types of multiple intelligence and the level of social skills of 4th and 5th year students of primary education has been done In this work, the survey method has been used. A “Multiple Intelligence Monitoring Form” was prepared for each student, and they were asked to do a “Social Skills Survey”. In order to determine the sub-groups and the system validity, a factor analysis and a reliability analysis were applied to the data obtained at the development stage of scale. In the study, for the assessment of the data, frequency and average values; t-test, anova; and Tukey test were used. As regards the seven factors in the social skills survey, significant differences between the dominant multiple intelligence types of students have been detected. The results of this research have shown that the social skills of some students with a certain type of intelligence need to be improved.