Cooperation between psychologists working in the kindergarten counselling service and kindergarten teachers is a topic that has not yet been researched in Slovenia. Because of its impact on the treatment of children in kindergartens, especially children with special needs, we should examine this problem in greater detail. In my master's thesis I explored this issue through semi-structured interviews with 14 kindergarten teachers. The interviews consisted of six questions regarding their experience with psychologists working in the counselling service. I first asked them about their experience with psychologists. I followed up that question with four other questions: how psychologists help with group management, introduction of children to kindergarten, communication with parents and integration of children with special needs into regular kindergarten departments. In the sixth and final question, I asked about their wishes for future cooperation with psychologists. The answers, which I analysed using grounded theory process, show that some psychologists implement some segments of counselling service programme guidelines more often than others. Most of the participants reported that they never needed help with department management. According to kindergarten teachers, some psychologists are more willing to help kindergarten teachers than others regarding the introduction of children to kindergarten. Some participants also reported that psychologists helped them communicate with parents of kindergartners. Participants often cooperate with psychologists regarding inclusion of children with special needs into regular kindergarten departments. Most participants wish psychologists would devote more time to working with them and the kindergartners and respond more promptly when their assistance is needed. Based on these findings, I added some recommendations for the new edition of kindergarten counselling service programme guidelines.
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