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Sodelovanje vzgojiteljic in staršev v vrtcu
Dimic, Nives (Avtor), Batistič-Zorec, Marcela (Mentor) Več o mentorju... Povezava se odpre v novem oknu, Prosen, Simona (Komentor)

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/3421/ Povezava se odpre v novem oknu

Izvleček
V diplomskem delu sem raziskovala zadovoljstvo staršev glede sodelovanja z vrtcem ter kako na sodelovanje gledajo vzgojiteljice in pomočnice vzgojiteljic v vrtcu. Sodelovanje med vrtcem in starši je pomemben vidik kakovosti predšolske vzgoje, ki prispeva k dopolnjevanju družinske in institucionalne vzgoje. V teoretičnem delu diplomskega dela sem se osredotočila na naloge vzgojiteljice in pomočnice vzgojiteljice pri delu z otroki v vrtcu ter predstavila njihov vpliv na razvoj otroka. V nadaljevanju so predstavljene vrste komunikacij, komunikacijski stili in komunikacija med starši in vzgojiteljicami. Predstavila sem oblike sodelovanja s starši ter navedla nekaj prednosti in slabosti sodelovanja med starši in vzgojiteljicami. Cilji raziskovanja so bili ugotoviti, kakšno mnenje o sodelovanju s starši imajo vzgojiteljice in pomočnice vzgojiteljic, katere oblike sodelovanja ponujajo staršem in njihove odgovore primerjati z izkušnjami in mnenji staršev o sodelovanju z vzgojiteljico in pomočnico vzgojiteljice njihovega otroka. Analizirala sem 161 anketnih vprašalnikov, ki sem jih razdelila med vzgojiteljice in pomočnice vzgojiteljic ter med starše otrok Vrtca Domžale. Ugotovila sem, da je večina staršev z nudenjem oblik sodelovanja zelo zadovoljna, vendar pa so tudi posamezniki, ki se jim zdi, da je premalo sodelovanja preko e-pošte, saj se jim zdi ta oblika sodelovanja v današnjem času zelo učinkovita. Večini staršev in vzgojiteljev se zdi sodelovanje med starši in vzgojiteljico njihovega otroka zelo pomembno ali dokaj pomembno. Vzgojiteljice so mnenja, da pogosto pozovejo starše k sodelovanju z vrtcem, starši pa so mnenja, da jih le redko spodbudijo k sodelovanju. Večina vzgojiteljic in staršev je glede pogostosti vključevanja v dejavnost z otroki v oddelku izbrala odgovor vedno. Tako vzgojiteljice kot starši so največkrat izbrali odgovor, da enkrat letno komunicirajo pisno. Pri odgovorih, ki so bili vezani na oblike sodelovanja in njihovo pogostost, starši in vzgojitelji niso podajali enakih odgovorov, kar je dober kazalnik, česa bi si starši želeli več. Mnenja o nudenju raznolikih oblik sodelovanja in prilagajanju različnim potrebam, so med starši in vzgojiteljicami različni. Vzgojiteljice so v večini izbrale odgovor, da so starši s ponudbo lahko zelo zadovoljni. Tudi največ staršev je izbralo odgovor, da so s ponudbo lahko zadovoljni, vendar pa so štirje starši izbrali, da s ponudbo sploh niso zadovoljni in bi si želeli več različnih oblik sodelovanja. Pri odprtem tipu vprašanj so vzgojiteljice pisale o dobri komunikaciji, ki je odvisna od staršev. Tudi starši so poudarili, da je komunikacija med starši in vzgojiteljico dobra. Na podlagi rezultatov raziskave vzgojiteljice lahko dobijo informacije o nekaterih željah staršev, npr. več sodelovanja preko e- pošte. Vzgojiteljice bi lahko glede na rezultate ponudile tudi več oblik sodelovanja, saj so nekateri starši mnenja, da je oblik sodelovanja premalo.

Jezik:Slovenski jezik
Ključne besede:vzgojitelj
Vrsta gradiva:Diplomsko delo/naloga (mb11)
Tipologija:2.11 - Diplomsko delo
Organizacija:PEF - Pedagoška fakulteta
Leto izida:2016
COBISS.SI-ID:10972489 Povezava se odpre v novem oknu
Število ogledov:887
Število prenosov:84
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Cooperation of teachers and parents in preschool
Izvleček:
In the graduation thesis titled Cooperation among Teachers and Parents in Preschool I wanted to research parents' contentment regarding the forms of cooperation among teachers and parents. At the same time, I wanted to check or research the cooperation from teacher's and assistant teacher's point of view. Cooperation among parents and preschool is an important aspect of quality preschool education that contributes to the complementation of family and institutional education. Sharing the responsibility and different authority in relationship among the preschool and parents is very important. Therefore, parents must consider the boundaries of their co-decision that cannot interfere in the expertise of the institution. On the other hand, the preschool has to respect culture, language, habits, and customs of child's parents (Kurikulum za vrtce, 2007). In the theoretical part of the thesis, I focused on the tasks of the teacher and assistant teacher when working with children, and presented their influence on child's development. Further, types of communication, communication styles, and communication among parents and teachers are presented. I presented forms of cooperation with parents and stated some advantages and disadvantages of cooperation among parents and teachers. In the empirical part, I established the opinion teachers and assistant teachers have regarding cooperation with parents, and which forms of cooperation they offer to parents. I compared their answers with parents' opinions regarding the cooperation with the teacher and assistant teacher of their child. I analysed the questionnaires that I had distributed among the teachers, assistant teachers, and parents in the Domžale preschool. I established that the majority of the parents are very satisfied with the provided forms of cooperation. However, there are also individuals who believe there is a lack of cooperation via email, since they find this form of cooperation very effective today, because parents pick their child up when they are not with their teacher anymore and therefore, there they learn only a little of the happenings from the morning. Parents as well as teachers find cooperation with their child's teacher very important. However, there are still parents who are not sure about that or find the cooperation rather important. Also in cooperation with other teachers or parents, the parents' and teachers' answers were the same: they find it rather important. Answers to the other questions were very similar, there were no great deviations. The teachers believe they often invite parents to cooperate with the preschool, but parents believe they are rarely encouraged for cooperation, since − in the question how often the teacher encourage parents for cooperation whit the preschool − they choose answer rarely. Based on the research, we can conclude that parents, teachers, and assistant teachers have different opinions regarding the frequency of integrating picnics as a form of cooperation. Parents answered they often participate in picnics. Meanwhile, the majority of the teachers and assistant teachers answered they never integrate picnics as a form of cooperation with parents. Based on these answers, it is clear that parents may prefer to participate in the forms of cooperation with more relaxed atmosphere. Parents believe they use telephones several times per year, while teachers use them several times per week. In answering questions relating the forms of cooperation and their frequency, parents and teachers did not give equivalent answers. That is a good indicator of what would parents want more. We have established that parents want more online communication. The majority of teachers answered that mostly both of the parents cooperate with the preschool, while the majority of parents answered that mostly mother does.

Ključne besede:teacher

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