Pogledi staršev in vzgojiteljev na kakovost delovanja vrtca

Rakuša, Ula (author), Devjak, Tatjana (mentor)

V diplomskem delu sem raziskala, kakšen je pogled vzgojiteljev in staršev na kakovost v vrtcu in to tudi primerjala. Najprej sem v teoretičnem delu opredelila cilje in naloge predšolske vzgoje, kjer je opredeljena tudi kakovost v vrtcu. Zatem sem definirala značilnosti in dejavnike, ki pripomorejo k zagotavljanju in ohranjanju kakovostne predšolske vzgoje v vrtcu. Pri pedagoški kakovosti vrtca gre predvsem za skupek različnih pogledov, povezanih z materialnimi in človeškimi viri. To so pogoji, ki otrokom omogočajo razvoj na telesnem, gibalnem, spoznavnem, govornem, socialnem in čustvenem področju. Gre za realizacijo in uresničevanje ciljev predšolske vzgoje v vrtcu. V kakovostnem vrtcu imajo otroci občutek varnosti, zaupajo vase, so spretni pri uporabi jezika, uspešni pri reševanju miselnih težav ter vedo, kako se odzvati na agresivne in impulzivne težnje. Večina avtorjev opredeli kakovost skozi strukturne, procesne in posredne kazalce kakovosti (Marjanovič Umek, 2014). V empiričnem delu sem s pomočjo anketnih vprašalnikov, ki sem jih razdelila med vzgojitelje in pomočnike vzgojiteljev ter starše prvega in drugega starostnega obdobja, dobila odgovore na to, kaj je po njihovem mnenju kakovost v vrtcu, kako so strokovni delavci vključeni v proces zagotavljanja kakovosti in kako vanj vključujejo starše. S pomočjo kvantitativnega pristopa raziskovanja sem pridobila tudi informacije, čemu vzgojitelji namenjajo največ pozornosti pri svojem delu in kateri kazalec kakovosti je najpomembnejši, tako za starše kot tudi vzgojitelje. Rezultati empiričnega dela so pokazali, da vzgojitelji in starši pod besedo kakovost vidijo strokovno kompetentnega vzgojitelja, ki otroku zagotovi občutek varnosti in upošteva njegove individualne potrebe ter vzpostavi dobro komunikacijo in sodelovanje s starši. Ti so v proces zagotavljanja kakovosti vključeni predvsem preko rednih roditeljskih sestankov in neformalnih oblik dela. Vzgojitelji namenijo zelo veliko pozornosti predvsem strokovnosti pri svojem delu, ustrezni komunikaciji s starši in odzivnosti na potrebe otrok ter njihovo aktivno vključevanje v dejavnosti. Ugotovila sem, da je vzgojiteljem in staršem najpomembnejša procesna raven kakovosti, katero dopolnjuje posredna, predvsem z usposobljenim vzgojiteljem in uspešnim timskim sodelovanjem s starši, medtem ko strukturnih kazalcev kakovosti starši in strokovni delavci vrtca ne povezujejo s kakovostno predšolsko vzgojo.

• Language: Slovenian
• Keywords: vrtec
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2017
• PID: 20.500.12556/RUL-95041
• COBISS.SI-ID: 11691593
• Publication date in RUL: 19.09.2017

Secondary language

• Language: English
• Title: Perspective of parents and preschool teachers on quality of Slovenian kindergartens

Abstract

In this thesis, I have explored the teachers and parents views on the kindergarten quality and compared them. In the theoretical part I first defined the objectives and tasks of the pre-school education which is included the quality of kindergarten. Then I defined the characteristics and factors that contribute, ensure and maintain a higher quality of preschool education. The pedagogical quality of a kindergarten is primarily a set of different views related to the material as well as human resources. These are the conditions that allow children to develop their physical, motor, cognitive, linguistic, social and emotional field. It is about the realization and achievement of the preschool education goals. In the quality kindergarten the children have a sense of safety; they develop self confidence and skills in the use of language and in solving mind issues. They know how to react to aggressive and impulsive tendencies in a proper way. Most authors define the quality through the structural, process and indirect indicators of quality (Marjanovič Umek, 2014). The empirical part consists of the information analysis based on the questionnaires answered by teachers, their assistants and parents of the first and second age period. They expressed their opinion on what the quality of the kindergarten includes and to what extent the teachers and the parents are involved in the process of assuring the kindergarten quality. By means of the quantitative research approach, I also obtained the information about what the teachers pay more attention to at their work and which is the most important quality indicator for both parents as well as teachers. The results of the empirical part show that teachers and parents consider the quality to be based on the professional work of a competent teacher who assures children of a sense of safety, takes into account their individual needs and establishes a good communication and cooperation with parents. The latter are included in the process of quality assurance mainly through regular parent-teacher meetings and informal forms of work. Teachers devote a lot of attention to their professional competence, to the development of an adequate communication with parents, to the responsiveness to the children’s needs and to their active involvement in different activities. I have realized that teachers and parents consider the most important the procedural level of quality complemented indirectly by qualified teachers and a successful team work with parents. However, parents and teachers do not associate the structural indicators of quality with a high-quality pre-school education.

• Keywords: kindergarten