Partnership between preschool institution and parents from the standpoint of preschool teachers
Saradnja predškolske ustanove i roditelja iz ugla vaspitača
Апстракт
Partnership between schools and parents has been the subject of numerous papers, but there is a small number of research studies on the partnership between preschool institutions and parents in Serbia. Taking into account the importance of early education, the aim of this study was to examine various aspects of partnership between parents and preschool teachers and differences in the level of partnership in individual domains. Also, the aim was to determine whether there were any differences in cooperation with parents of children with and without developmental disabilities. The study included 120 preschool teachers who evaluated the partnership with 197 parents of children 3 to 7 years of age. The Parent involvement questionnaire was used, which included the following subscales: mutual information, parent involvement in preschool- and home-based activities. The results showed that parent involvement was the lowest in preschool-based activities. Statistically significant differences in... partnership with parents of children with and without disabilities existed on certain issues, but there were no significant differences on the subscales as a whole. In conclusion, the interventions that need to be taken in terms of partnership between parents and educators in order to make the effects on the development of children better were pointed out.
Saradnja škole i roditelja bila je predmet brojnih radova, ali je broj istraživanja u našoj sredini o saradnji predškolske ustanove i roditelja mali. Uzimajući u obzir značaj ranog vaspitnog delovanja, cilj rada je da ispitamo različita područja saradnje roditelja i vaspitača, da li postoje razlike u nivou saradnje u pojedinim područjima, kao i da li postoje razlike u saradnji sa roditeljima dece sa smetnjama u razvoju i bez smetnji. U istraživanju je učestvovalo 120 vaspitača, koji su procenjivali saradnju sa 197 roditelja dece uzrasta od 3 do7 godina. Korišćen je Upitnik uključenosti roditelja, i to subskale: međusobno informisanje, uključenost roditelja u aktivnosti u vrtiću i kod kuće. Rezultati su pokazali da je saradnja najlošija u području uključenosti roditelja u aktivnosti u vrtiću. Statistički značajne razlike u saradnji sa roditeljima dece sa smetnjama i bez smetnji postoje na pojedinim pitanjima, ali na subskalama u celini nema značajnih razlika. U zaključku je ukazano na i...ntervencije koje je potrebno preduzeti na planu saradnje roditelja i vaspitača kako bi efekti na razvoj dece bili bolji.
Кључне речи:
partnership between parents and preschool teachers / preschool institutions / typically developing children / children with disabilities / saradnja roditelja i vaspitača / predškolska ustanova / deca tipičnog razvoja / deca sa smetnjama u razvojuИзвор:
Specijalna edukacija i rehabilitacija, 2018, 17, 2, 165-187Издавач:
- Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
Институција/група
rFASPERTY - JOUR AU - Jelić, Marija AU - Stojković, Irena AU - Markov, Zagorka PY - 2018 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/1140 AB - Partnership between schools and parents has been the subject of numerous papers, but there is a small number of research studies on the partnership between preschool institutions and parents in Serbia. Taking into account the importance of early education, the aim of this study was to examine various aspects of partnership between parents and preschool teachers and differences in the level of partnership in individual domains. Also, the aim was to determine whether there were any differences in cooperation with parents of children with and without developmental disabilities. The study included 120 preschool teachers who evaluated the partnership with 197 parents of children 3 to 7 years of age. The Parent involvement questionnaire was used, which included the following subscales: mutual information, parent involvement in preschool- and home-based activities. The results showed that parent involvement was the lowest in preschool-based activities. Statistically significant differences in partnership with parents of children with and without disabilities existed on certain issues, but there were no significant differences on the subscales as a whole. In conclusion, the interventions that need to be taken in terms of partnership between parents and educators in order to make the effects on the development of children better were pointed out. AB - Saradnja škole i roditelja bila je predmet brojnih radova, ali je broj istraživanja u našoj sredini o saradnji predškolske ustanove i roditelja mali. Uzimajući u obzir značaj ranog vaspitnog delovanja, cilj rada je da ispitamo različita područja saradnje roditelja i vaspitača, da li postoje razlike u nivou saradnje u pojedinim područjima, kao i da li postoje razlike u saradnji sa roditeljima dece sa smetnjama u razvoju i bez smetnji. U istraživanju je učestvovalo 120 vaspitača, koji su procenjivali saradnju sa 197 roditelja dece uzrasta od 3 do7 godina. Korišćen je Upitnik uključenosti roditelja, i to subskale: međusobno informisanje, uključenost roditelja u aktivnosti u vrtiću i kod kuće. Rezultati su pokazali da je saradnja najlošija u području uključenosti roditelja u aktivnosti u vrtiću. Statistički značajne razlike u saradnji sa roditeljima dece sa smetnjama i bez smetnji postoje na pojedinim pitanjima, ali na subskalama u celini nema značajnih razlika. U zaključku je ukazano na intervencije koje je potrebno preduzeti na planu saradnje roditelja i vaspitača kako bi efekti na razvoj dece bili bolji. PB - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd T2 - Specijalna edukacija i rehabilitacija T1 - Partnership between preschool institution and parents from the standpoint of preschool teachers T1 - Saradnja predškolske ustanove i roditelja iz ugla vaspitača EP - 187 IS - 2 SP - 165 VL - 17 DO - 10.5937/specedreh17-16592 ER -
@article{ author = "Jelić, Marija and Stojković, Irena and Markov, Zagorka", year = "2018", abstract = "Partnership between schools and parents has been the subject of numerous papers, but there is a small number of research studies on the partnership between preschool institutions and parents in Serbia. Taking into account the importance of early education, the aim of this study was to examine various aspects of partnership between parents and preschool teachers and differences in the level of partnership in individual domains. Also, the aim was to determine whether there were any differences in cooperation with parents of children with and without developmental disabilities. The study included 120 preschool teachers who evaluated the partnership with 197 parents of children 3 to 7 years of age. The Parent involvement questionnaire was used, which included the following subscales: mutual information, parent involvement in preschool- and home-based activities. The results showed that parent involvement was the lowest in preschool-based activities. Statistically significant differences in partnership with parents of children with and without disabilities existed on certain issues, but there were no significant differences on the subscales as a whole. In conclusion, the interventions that need to be taken in terms of partnership between parents and educators in order to make the effects on the development of children better were pointed out., Saradnja škole i roditelja bila je predmet brojnih radova, ali je broj istraživanja u našoj sredini o saradnji predškolske ustanove i roditelja mali. Uzimajući u obzir značaj ranog vaspitnog delovanja, cilj rada je da ispitamo različita područja saradnje roditelja i vaspitača, da li postoje razlike u nivou saradnje u pojedinim područjima, kao i da li postoje razlike u saradnji sa roditeljima dece sa smetnjama u razvoju i bez smetnji. U istraživanju je učestvovalo 120 vaspitača, koji su procenjivali saradnju sa 197 roditelja dece uzrasta od 3 do7 godina. Korišćen je Upitnik uključenosti roditelja, i to subskale: međusobno informisanje, uključenost roditelja u aktivnosti u vrtiću i kod kuće. Rezultati su pokazali da je saradnja najlošija u području uključenosti roditelja u aktivnosti u vrtiću. Statistički značajne razlike u saradnji sa roditeljima dece sa smetnjama i bez smetnji postoje na pojedinim pitanjima, ali na subskalama u celini nema značajnih razlika. U zaključku je ukazano na intervencije koje je potrebno preduzeti na planu saradnje roditelja i vaspitača kako bi efekti na razvoj dece bili bolji.", publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd", journal = "Specijalna edukacija i rehabilitacija", title = "Partnership between preschool institution and parents from the standpoint of preschool teachers, Saradnja predškolske ustanove i roditelja iz ugla vaspitača", pages = "187-165", number = "2", volume = "17", doi = "10.5937/specedreh17-16592" }
Jelić, M., Stojković, I.,& Markov, Z.. (2018). Partnership between preschool institution and parents from the standpoint of preschool teachers. in Specijalna edukacija i rehabilitacija Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 17(2), 165-187. https://doi.org/10.5937/specedreh17-16592
Jelić M, Stojković I, Markov Z. Partnership between preschool institution and parents from the standpoint of preschool teachers. in Specijalna edukacija i rehabilitacija. 2018;17(2):165-187. doi:10.5937/specedreh17-16592 .
Jelić, Marija, Stojković, Irena, Markov, Zagorka, "Partnership between preschool institution and parents from the standpoint of preschool teachers" in Specijalna edukacija i rehabilitacija, 17, no. 2 (2018):165-187, https://doi.org/10.5937/specedreh17-16592 . .