The basic task of education in modern times is to educate an independent and autonomous individual who will be intellectually aware at the same time that he can be successful in a world full of competition, but also moral, sensual, and humane. Because we live in a time when everyone is in a hurry, constantly stressed, and overburdened, it is not uncommon for parents to be exposed to this too who no longer have so much time to raise their children. Thus, the latter are often left to fend for themselves. On the other hand, there are more and more parents who are overburdened with raising children, receive additional education, and want to raise a child "in a free spirit" and, therefore, not to restrict him in any way, as they do not want to suppress his natural development. The problem of permissiveness is increasingly present and can have lasting consequences for a child's development if we do not take timely action. In this respect, the teacher in the school also has an important task, as he can gradually eliminate permissiveness or even reinforce it with his actions.
In the theoretical part of the master's thesis, we described the concept of education, compared it with the concept of socialization, and presented three educational styles in the child's domestic environment (authoritarian, permissive, and authoritative) in detail from the position of different authors. Where we focused mostly on the permissive upbringing style and defined some basic characteristics of the functioning of permissively brought up children in school and the consequences of such upbringing on the child's development and functioning also later in life. We explained the importance of authority and discipline and punishment in an individual educational style. Then, we presented the operation of the school as an educational institution, the frameworks of its educational design, the legislation governing these frameworks, and the composition and contents of the school's educational plan. At the end of the theoretical part, we described the teacher's classroom management styles or the teacher's types of authority which are similar to the parenting styles in the child's domestic environment and listed their advantages and disadvantages.
In the empirical part, we described the methodology and the results of qualitative research within the framework of which we interviewed with 10 primary school teachers in the first triad who teach at seven different primary schools in Slovenia and have a different number of years of service. We presented and analyzed the obtained data and, based on the obtained information, tried to find possibilities for educational action in children educated permissively, which would help teachers especially in their authoritative work in the classroom.
The purpose of the master's thesis was to gain a deeper insight into different parenting styles, their impact on children's performance and behavior at school, and the teacher's knowledge of different parenting styles, perception of forms of outstanding behavior in children raised permissively and the methods of their action to eliminate them.
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