Agrárpiaci Jelentések TEJ ÉS TEJTERMÉKEK

Magyarországon a nyerstej országos termelői átlagára 82,84 forint/kg volt 2015 áprilisában, ami 23 százalékos csökkenést jelent az előző év azonos hónapjának átlagárához képest. A zsírtartalom 0,02 százalékpontos, a fehérje-tartalom 0,04 százalékpontos mérséklődése hozzájárult a nyerstej árának 5 százalékos csökkenéséhez áprilisban a márciusihoz képest. A nyerstej felvásárlása 13 százalékkal nőtt ugyanekkor. Az Európai Bizottság adatai szerint az év első két hónapját tekintve az Európai Unió tagországai közül Magyarországon nőtt a legerőteljesebben, 10 száza-lékkal a nyerstej felvásárlása az egy évvel korábbihoz viszonyítva. A nyerstej kiviteli ára 74,92 forint/kg volt áprilisban, egy év alatt 29 százalékkal esett, és 10 százalékkal maradt el a belpiaci ártól. Az AKI PÁIR adatai szerint nyerstej kiszállítása 19 százalékkal nőtt a vizsgált időszakban, ezen belül a termelők és a kereskedők 10 százalékkal kevesebb, míg a feldolgozók 121 százalékkal több nyerstejet expor-táltak. A termelők és a kereskedők nyerstejkivitele 41 százalékkal haladta meg feldolgozókét. Az Európai Unió a tejkvóta megszűntetése után, figyelembe véve a tejtermelés májusi szezonális csúcspontját, jelentős mennyiségű tejterméket exportálhat a világpiacra. Az új-zélandi Westland tejfeldolgozó szerint az európai kínálat bővülésével a következő három hónapban túlkínálatra és az árak jelentős ingadozására lehet számítani. Előzetes adatok szerint a zsírtartalommal korrigált nyerstejfelvásárlás Ausztriában és Lengyelországban egyaránt 5,8 százalékkal, Írországban 4,3 százalékkal, Hollandiában 4,1 százalékkal, Németországban 3,7 százalékkal, Dáni-ában 1,26 százalékkal haladta meg, míg Csehországban 1,16 százalékkal, Franciaországban 4,3 százalékkal maradt el a 2014/2015. tejkvótaévben (április-március) a rendelkezésre álló tejkvótától. Olaszországban a kvótaév első 11 hónapjában a túllépés 2,69 százalékos volt

What's really going on? : parents' views of parent support in three Australian supported playgroups

Supported playgroups are a dual-focus service model used widely in Australia to provide stimulating early childhood environments for children and support for their parents. This article discusses some of the findings from a recent qualitative doctoral study that explored three supported playgroups in western Sydney. In particular, it articulates what parents experienced as support in this context through the identification and discussion of eight categories of parent support: friendship and social network support; relational support; peer support; emotional support; parenting role support; information and resource support; ‘circle of care’ support; and multidisciplinary support

Creating a place to 'be' : unpacking the facilitation role in three supported playgroups in Australia

Supported playgroups are a service model used widely in Australia with the dual focus of providing stimulating early childhood environments for children and supportive environments for parents. This article describes research findings from a recent doctoral study that explored three supported playgroups in western Sydney. In particular it focuses on the multi-dimensional and complex facilitation role in these groups. It shows how the creation of inclusive and engaging playgroup environments was inextricably tied to eight categories of support that a diverse range of parents experienced. The research findings demonstrate how effective facilitation in these groups led to parents experiencing increased emotional support, decreased feelings of isolation and inequality and increased confidence in parenting. It also draws attention to the training needs of early childhood professionals who undertake the complex role of facilitation in groups that work with parents and children together

Engaging with Parents in Early Years Settings

The role of parents in the early years is fundamental. In order to achieve the best outcomes for children, mutually beneficial relationships between parents and practitioners need to underpin children’s care and learning. There are many services for children and many different settings in which care and education can take place. Whether you work in children’s centres, outreach and dual-focused services, preschools, kindergartens or schools this book will help you develop the skills and strategies to work alongside parents whatever your role. Focussing on: The importance of involving parents; The nature of learning How to engage and build relationships with parents; How to reflect on and develop shared learning environment in settings; Transitions and attachment. This book has examples taken from real settings and practical advice to help you put the ideas into practice. Reading and using it will help ensure the wellbeing and development of all children in your care

Stay and play or play and chat : comparing roles and purposes in case studies of English and Australian supported playgroups

There are an increasing number of international sociocultural studies exploring how variances of practice and environment impact upon childhoods. This article is intended to inform the process of selecting settings for comparative study by reflecting on two separate studies of groups which initially appear to be examples of similar services models. The article considers the extent to which Australian Supported Playgroups and English Parent-Toddler groups might be similar activities by considering the purposes of the groups from parent's and practitioners' perspectives. In particular, it examines the aspects of interaction, play and talk within the groups through the lenses of cultural-historical activity theory and the ecological perspective. Comparison of the two study groups suggest a dual focus in the Australian supported playgroups with an emphasis on parent 'chat' and children's play. The findings show that whilst these groups are similar in some aspects to English parent-toddler groups, there are important differences that require consideration when selecting sample groups for further study

Parental involvement and partnership with parents : 't'ain't what you do (it's the way that you do it)'

Many aspects of professional practice in early education require individuals to make judgements about how to balance competing arguments. This chapter examines some of the choices that professionals working with parents need to consider when they frame these relationships. The chapter briefly outlines the work of Baumrind (1996) on parenting styles, which underpins many parenting programmes. The chapter suggests that Baumrind’s model, which advocates a middle course between authoritarian and too permissive parenting styles, may be in tension with political pressure to deliver formalised parenting courses. The title of this chapter is taken from the popular song, originally written in 1933 (Oliver and Yong, 1939). The lyric draws attention to the argument developed in this chapter; that the medium is the message and try as we might, with the best of intentions and the best planned resources, if we fail to connect with parents through respectful relationships little progress will be made