Teaching about family is a stabile part of the many European curricula of the primary school. However the family and its research is in the process of a rapid change. In the systenatic theory the extensive variety of the normality is admited. The interest of the psychologists is moving from pathology and problems of families into the competences and ressilience of families. The idelizied view on families is reduced. According research the attitudes and values of teachers strongly influence their teaching. In our research we are interested how the teachers choose the content of teaching about family and how they teach about family. We think that the better understanding of that problem could help the authors of the curricula materials and teachers of teachers to offer effective support to teachers to teach about family in agreement with their beliefs and with the results of modern sciences.

We asked two main research questions: 1. How the teachers choose the content of teaching about families? 2. How the teachers teach about families? We specified the questions more: For example we asked how the knowledge of the family situation of children influence their decission to choose the content of the teaching, how the experience of teachers with own families influence it, how the teachers react on contributions of children about their families, how they teach about biological parents, step parents etc. For answering these questions we did the analyses of the videotapes with 12 lessons about family of 3 Czech teachers. We use the content analyses with MAXQDA software. Additionally we analysed 10 interviews with Czech and 5 interviews with Finish teachers.

There are many differences among teachers from our sample. However we could say that a big sensitivity of teachers in this area strongly influence the content of teaching and is very often.Teachers often do not want to teach about biological parents, death, grandparents as they suppose it could hurt somebody from the class. Teachers usually do not have problems of teaching about not traditional families. We ask the additional question if this sensitivity do not defends focusing the teaching on important things. Czech teachers think that genealogical relations among family members are an important part of teaching at primary schools.