Kvalitet saradnje vaspitanja i stručne službe u predškolskim ustanovama

Abstract

U radu je prikazan kvalitet saradnje vaspitaca i strucne sluzbe u predskolskim ustanovama, procenjen namenski konstruisanim instrumentima, u dve predskolske ustanove, na teritoriji grada Beograda. Predstavljeni su kvalitativni i statisticki podaci koji ukazuju na cetiri kljucna domena saradnje: saradnje vaspitaca i strucne sluzbe, saradnje vaspitaca i strucne sluzbe sa roditeljima, identifikacija deteta koje zahteva specificniju vrstu podrske (dete koje se na neki nacin izdvaja iz grupe dece), kao i potrebe ukljucivanja defektologa kao strucnog saradnika. Utvrdena je statisticki znacajna razlika u tvrdnjama vaspitaca i strucne sluzbe po pitanjima: zapocinjanja opservacije deteta, davanja instrukcija vaspitacu nakon opservacije i prilagodavanja pristupa detetu. Kroz analizu godisnjih izvestaja Predskolskih ustanova utvrdili smo neospornu i evidentnu opterecenost clanova strucne sluzbe koja se ogleda u velikom broju dece, vaspitaca, objekata, spram malog broja clanova strucne sluzbe. Vaspitaci i clanovi strucne sluzbe pokazuju visok stepen slaganja, iskazan statistickom znacajnoscu, po pitanju tvrdnje o potrebi defektologa, kao strucnog saradnika, u okviru predskolskih ustanova.

This paper shows the quality of colaboration between preschool teachers and professional services in preschool institutions, evaluated by specifically developed instruments in two preschools in Belgrade. Featured qualitative and statistical data that indicate the four main areas of cooperation: cooperation between educators and professional services, cooperation between educators and professional services with parents, the identification of a child who needs a specific type of support (child that somehow differs from a group of children), as well as incorporation of special education teachers as professionals in the service. There was a statistically significant difference between the claims of educators and professional services in matters such as: starting a child observation, giving instructions to educators after observation and adjustment of approach to the child. Through the analysis of preschool annual reports we have found undeniable and evident burden on members of the professional service which is reflected in the large number of children, teachers, facilities, against a small number of members of professional services. Educators and members of professional services show a high degree of agreement, expressed as statistically significant, in terms of assertions about the need for special education teachers, as well as professional associates within preschools.