My master's thesis aims to define the educational style of interviewed parents and present their attitude towards institutional care, educational activities of kindergarten teachers, their professional autonomy and clarify the understanding of causes of disruptive behaviour of children at 5-6 years of age.
The theoretical part is focused primarily on various educational styles with which parents influence their children, their fundamental concepts and consequences. I address basic fundamentals of pre-school social, emotional, and in particular psychosocial development of their personality, which is crucial in exploring the impact of family and social environment on the child's personality traits. Since the area of research relates to the institutional care in kindergarten, I highlight certain features of the curriculum, which are used in the planning of preschool education in kindergarten. In doing so, I lean on the importance of cooperation and the establishment of a favourable climate in relations with parents, as well as related professional autonomy of the teacher. Further in my thesis I define the most common forms of learning, educational methods and strategies of responding to disruptive behaviour, which are referred to in the context of pre-school education.
In the empirical part I use qualitative survey on a sample of six parents to analyse, which educational style are applied by the interviewed parents; what standpoint they have on educational approaches / principles of teachers in kindergartens visited by their child; how they value the professional autonomy of teachers and how they interpret the causes for the occurrence of a disruptive behaviour in a child in a specific age group (5-6 years). In doing so, the research illuminates how parents perceive the importance of cooperation with kindergartens and reveals potential links with educational style on this particular sample.
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