Ustreznost vzgojiteljeve uporabe socialnih zvrsti jezika pri komunikaciji s starši

Bogataj, Tina (author), Petek, Tomaž (mentor)

Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo predstavili pomen komunikacije v vrtcu ter natančneje opredelili socialne zvrsti jezika in njihovo uporabo pri komunikaciji vzgojitelja predšolskih otrok ter vzgojitelja predšolskih otrok – pomočnika vzgojitelja (v nadaljevanju: vzgojitelj) s starši. Opisali smo oblike sodelovanja s starši, s posebnim poudarkom na ustni komunikaciji med vzgojitelji in starši. Osredinili smo se na tri oblike sodelovanja s starši, in sicer: roditeljski sestanki, vsakodnevna komunikacija in neformalna druženja. Zanimali so nas: odnos med starši in vzgojitelji, vzgojiteljeva profesionalna komunikacija in njegov poklicni razvoj. Opisali smo tudi sporazumevalna načela, s katerimi mora biti vzgojitelj seznanjen za lažjo komunikacijo s starši. Eden glavnih ciljev empiričnega dela je bil, da ugotovimo, katere socialne zvrsti jezika uporabljajo vzgojitelji pri komunikaciji s starši. Ugotovili smo, da se uporaba knjižnega jezika spreminja glede na trenutne okoliščine – na roditeljskih sestankih je uporaba zelo pogosta, medtem ko pri neformalnih druženjih prevladuje uporaba neknjižnega jezika. Še vedno pa, ne glede na okoliščine, več kot polovica vzgojiteljev pri komunikaciji s starši uporablja knjižni jezik. Rezultati so pokazali, da delovna doba in regija dela vzgojiteljev ne vplivata na rabo socialne zvrsti, medtem ko delovno mesto na to vpliva, saj vzgojitelji v večji meri uporabljajo knjižni jezik kot pa vzgojitelji – pomočniki vzgojitelja. Ugotovili smo tudi, da vzgojitelji uporabi knjižnega jezika pripisujejo velik pomen, saj več kot polovica anketiranih pravi, da je uporaba knjižnega jezika pri komunikaciji s starši zelo pomembna. Polovica anketiranih je od vodstva dobila smernice za primerno komunikacijo s starši, preostali s tem niso bili seznanjeni. Visok delež anketiranih se je vsaj enkrat udeležil izobraževanja na temo komunikacije s starši. Na koncu empiričnega dela smo oblikovali jezikovne smernice za uspešno komunikacijo med vzgojitelji in starši.

• Language: Slovenian
• Keywords: komunikacija s starši
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-124920
• COBISS.SI-ID: 43392259
• Publication date in RUL: 02.03.2021

Secondary language

• Language: English
• Title: Appropriateness of the use of social language genres in communication with parents

Abstract

This diploma thesis consists of a theoretical and an empirical part. In the theoretical part, we presented the importance of communication in kindergarten and defined in more detail the social types of language and their use in communication between a kindergarten teacher or teacher’s assistant (hereinafter: teacher) and parents. We described forms of cooperation with parents, with a special emphasis on oral communication between teachers and parents. We focused on three forms of cooperation with parents, namely: parent-teacher meetings, daily communication and informal gatherings. We were interested in the relationship between parents and teachers, the teacher's professional communication and his professional development. We also described the communication principles that teachers must be familiar with in order to have a smooth communication with parents. One of the main goals of the empirical part was to find out which social types of language are used by teachers in communication with parents. We discovered that the use of literary language changes depending on the current circumstances - in parent-teacher meetings the use of formal language is very often, while in informal gatherings the use of non-literary language predominates. Still, regardless of the circumstances, more than half of teachers use literary language when communicating with parents. The results showed that working time and the region of work of teachers do not affect the use of the social type of language, while the workplace does, as teachers use literary language to a greater extent than teachers assistants. We also discovered that teachers place great importance on the use of literary language, as more than half of the respondents believe that the use of literary language in communication with parents is very important. Half of the respondents received guidelines from the management on appropriate communication with parents, the rest did not receive them. A high proportion of respondents received additional education on the topic of communication with parents at least once. At the end of the empirical work, we developed language guidelines for successful communication between teachers and parents.

• Keywords: communication with parents