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Parenting support by preschool teachers and parental satisfaction

with the cooperation


Marica Tadi
Djeji vrti Sunce
maricatadic@hotmail.com

Sanja Skoi Mihi


Uiteljski fakultet u Rijeci
sanjasm@ufri.hr

Suzana Sria
Djeji vrti Rijeka
suzana.srica@gmail.com

Abstract
Modern parenting is associated with a number of challenges and one of preschool teacher
obligations is to support parents through various forms of cooperation, especially during parent-
teacher conferences (individual meetings). The aim of this study was to determine the parental
perception of parenting support from preschool teachers during parent-teacher conferences and
whether it is associated with parental satisfaction with cooperation.
The study included 216 parents of preschool children. The parents claim that teachers fully
provide useful information and advice on child development, and to a large extent on the
support available in the community. Also, parents who were largely supported by advice and
useful information from preschool teachers feel more content with the cooperation.
According to previous research, parents perceived preschool teachers as professionals who
provided them significant support in parenting with advice and useful information about the
child and the support in the community. During individual interviews, a preschool teacher can
develop high-quality partner relationships with parents in order to ensure child well-being.

Keywords: teachers, parents, information, counselling, support, inclusion


Introduction
The new paradigm of early and preschool education and contemporary kindergarten
curriculum is based on social constructivism, and a child is considered a part of a family in
which they grow, develop and learn to interact with the environment (Miljak, 2007). The child
and their environment constantly have a reciprocal relationship in which a child is at the center
of concentric circles that are elements of their environment, immersed in each other and
interdependent of each other (Bronfenbrenner, 1979). Family and household members have the
first and the most direct impact on a child, followed by the social and educational environment
which includes kindergartens, peers, neighborhoods, religious groups and health services.
Specifically, the importance of balance between influences of different elements in the
environment has been recognized in modern preschool institutions, and what is strongly
highlighted is the need for active involvement of families and partnership development between
kindergartens, parents and the wider community (Ljubeti, 2001, 2009, 2011a., 2011b,
Strievi, 2011, agud, 2011, National curriculum for early and preschool education, 2014). A
family is regarded as a complex social system trying to maintain balance and integrity through
constant interactions, despite being exposed to external pressures (Bronfenbrener, 1979).
Children's behavior affects their parents' behavior and their choice of child-rearing strategies,
so the family balance is facilitated by synergistic parental and institutional influences.
Therefore, the family right to parental support is pointed out (Convention on the Rights
of the Child, 2001, Recommendation 19 of the Committee of Ministers to member states of the
Council of Europe on policy to support positive parenting, 2008, National Family Policy of the
Republic of Croatia, 2003, National Curriculum Framework for pre-chool education and
general compulsory and secondary education, 2010, National curriculum for early and
preschool education, 2014). Parents, as the primary educators of their children during the early
years, are eligible for support from employees in early and preschool education institutions
(Daly, 2007). It is necessary that preschool teachers and other employees, through close
cooperation with parents, families and communities, raise awareness of the opportunities
offered in preschool education, as well as the importance of learning from an early age
(European Commission, 2011). Preschool education is implemented in accordance with
developmental characteristics and needs of children, as well as social, cultural, religious and
other needs of the family. A kindergarten needs to "support family education and with its
openness, needs to establish active cooperation with parents and the children's immediate
environment" (Law on Preschool Education, 1997). Parents as equal participants, are
unavoidable partners who contribute to the quality of education institutions by participating in
their development and functioning (Slunjski, 2008).
Preschool teachers have a legal and professional responsibility to develop
partnerships with parents in the best interest of a child. Partnerships mean equality of parents'
and teachers' roles, acceptance and appreciation of personalities and abilities of both adults and
children (Miljak, 1996). It is necessary to provide a direct, high-quality and encouraging
communication "between parents and educators as well as people who" most intensely care for
the child and his well-being, so that the information about the child could freely circulate
"(National Curriculum for early and pre-school education, 2014:13). The relationship should
be imbued with confidence, openness, tolerance, objectivity and willingness to respect personal
and professional competence, mutual respect, harmonization of educational impact and joint
problem solving in the development and upbringing of the child (Skoi Mihi, Blanua Troelj,
Dragicevi, 2016). Parents provide crucial information about their child, and their motives for
the cooperation have a strong emotional dimension and emerge from their care for their
children. Parents want to be sure that their child is safe, happy and they want to gain insight
into the lifestyle and working conditions in kindergartens. Preschool teachers should provide
information to parents, be willing to counsel them, direct them and coordinate their work in the
group (Valjan-Vuki, eko Jurii, Mioi, 2011). Professional obligations of preschool
teachers are to conduct cooperation and counseling work with parents (National Pedagogical
Standard for Preschool Education, 2008). Cooperation with parents can be practiced through
various forms such as individual meetings, parent-teacher conferences, workshops,
celebrations, trips and volunteering in the group (Skoi Mihic and Sria, 2016, Skoi Mihi
and Babi, 2016). Parent-teacher conferences provide a unique opportunity to develop
partnerships with parents. During conversations with the parents, educators, as well as other
experts who are not professional counselors, use their counseling skills (Nelson-Jones, 2007).
In the annual plan and program of most kindergartens, parent-teacher conferences are already
planned in the structure of working hours. Although they are not a question of personal choice
for educators, in practice there is no consensus for holding individual conversations with the
parents. Some kindergartens recognize the importance of organizing and implementing
individual meetings as well as their representation in the structure of working hours, while
others do not provide nor practice them. Also, there are no sanctions for kindergartens and pre-
school teachers who do not conduct individual meetings. Although it sometimes seems that
parents are not interested, it's mostly an illusion. At an appropriate initiative of preschool
teachers, parents will respond by engaging in cooperation for the benefit of their child. Parents
are advised to be: lawyers for their child, willing to share information about the family situation
and the challenges of their child, especially habits, interests, talents and challenges of the child;
they should arrive on time and according to the agreement, and if it does not suit them to clearly
state the term which corresponds; to listen with an open mind and make suggestions, but also
to be open to suggestions of educators; that they regularly participate in individual counseling
sessions and are involved in the work of the institution with the aim of promoting the
development and learning of their child (Seplocha, 2004). Parents are advised to come prepared,
to prepare questions and suggestions in advance in order for better use of available time and to
be reminded that preschool teachers don't always have the answer to all their questions,
regardless of the fact that they are professionals in early and pre-school education.
Precisely, the institution of early and pre-school education represents an appropriate
place where parents can ask questions and seek advice focused on the successful fulfillment of
their parental role, for which they prefer to address precisely preschool teachers (Skoi Mihi,
Blanua Troelj and Kati, 2015). Parents see preschool teachers as professionals in charge of
providing parenting support. Parenting support refers to providing parents with information
and advice helpful in child-rearing, as well as to support in preschool education institutions.
This support is focused on parental skills and knowledge, and on environmental factors which
can positively or negatively influence the parental role fulfilment (Penik, 2013). The
partnership between parents and institutions can lead to positive outcomes for a child (positive
behavior, emotional development and educational accomplishments), for parents (parenting
skills, parental attitudes, beliefs and knowledge, as well as their emotional and mental health),
and it contributes to the development of positive relationship between children and their parents
(Moran and all., 2004; according to Nenadi-Bilan, 2015).
Empirical research in Croatia (Petrovi Soo, 1995, Kanji, Boneta, 2012/13, Skoi
Mihi and Sria, in the review stage) shows that parents are generally pleased with their
cooperation with preschool teachers, and with the partnership between the family and the
institution, but there is a shortage of research dealing with perceived parenting support. The
aim of this study was to examine parental perceptions of preschool teachers' support in
parenting during individual counselling, and whether it is connected with the parental
satisfaction of their cooperation with preschool teachers.
The goals of this research are: (1) to determine latent space of perception of parenting
support by preschool teachers and (2) explore whether the perceived parenting support is
connected with the parental satisfaction of their cooperation with preschool teachers. The
starting hypothesis claims that there is a statistically significant positive connection between
the perceived parenting support by preschool educators and their satisfaction with cooperation.

Method
Participants
The sample includes 216 parents of pre-school children from 5 counties of Republic of
Croatia, and that includes 48% of Istarska, 35% of Primorsko-Goranska, 17% of the City of
Zagreb, Liko-Senjska and Zadarska County. The average age of respondents was 35 years,
from 22 to 52, of which 83% were mothers and 17% were fathers. Half of the parents (49%)
have completed secondary school, 33% college, 12% completed some form of higher education,
5% master's degree, 1.5% doctorate. According to their place of residence, 48% of the parents
live in the County of Istarska, 35% in Primorsko Goranska, with 17% in the City of Zagreb,
Zadarska and Liko-Senjska County.
Measures

Socio-Demographic Information about the parents contains age, sex, marital status,
level of education and place of residence.
The Scale of parenting support from preschool teachers by providing information and
counseling contains 12 particles that describe a variety of information and advice that helps
preschool teachers to provide parents supporting in parenthood.
The scale of useful information and advice from preschool teachers contains 12 particles
that describe parental perceptions of useful information provided by the educator of the child
and advice and support in the community. Subscale of useful information about the child and
advice concerning the child's education contains 8 particles witch describes various information
that a preschool teachers can offer to a parent regarding the child's functioning in the
educational group: the behavior of their child in the group, his achievements, the possible
difficulties, the current development status of the child, peers whom they associate with during
play, about their interests, educational procedures that could have an effect on positive
behaviors and foods they like or dislike. Subscale of useful information and advice about the
community support has 4 particles that describes how a parent is satisfied with the information
and useful advice given by the preschool teachers about the possibilities, events and activities
in the community that can support parenting: about events and activities in the community
(guest performances, etc. .), on the literature about children and for the children, the ways in
which they can spend quality time with their child and community resources (organizations,
activities, experts ...) that can be helpful to the parent. The respondents expressed their level of
agreement by rating the statements on a Likert scale of 5 degrees, where 0 means no, 1 very
little, 2 partially 3 to a greater extent and 4 completely.
The method was tested by internal consistency reliability of Scales and calculated by
Cronbach's Alpha coefficient which is 0.927 for the first and 0, 909 for the second subscale and
speaks of high reliability.
The scale of satisfaction with the collaboration with preschool teachers (Sria, 2014)
contains six different forms of cooperation with parents: individual meetings, Parent-Teacher
Conferences, workshops, work activities, excursions, celebrations and volunteering in the
educational group. Parents were asked to evaluate their level of satisfaction on a Likert scale of
five degrees, from 0 - am not satisfied to 4 - completely satisfied. The scale is reliable and
Cronbach alpha coefficient was 0.856.
Procedure
The survey was conducted in April 2014 in institutions for early and pre-school
education. Directors and heads of institutions were informed with the aim and purpose of the
research and asked for their consent in participating in the survey via e-mail and/or in person.
After obtaining verbal and written consent, questionnaires were distributed to educators in
institutions which agreed to participate in the study. The preschool teachers have been given
instructions on how to conduct the research and they informed the parents individually, as they
were distributing the questionnaire. Parents participated in the research on a voluntary basis and
had the option of quitting at any time. Questionnaires were distributed in open envelopes that
were returned closed to ensure the anonymity of the data. Completed questionnaires were
collected through 2-3 weeks. The findings are available to interested parents through the display
of the results through power-point presentation. Out of a total of 400 questionnaires that were
sent, parents have filled out 216, or 54%.

Data processing methods


Basic statistical indicators were calculated on the Scale of preschool teachers' support
to parents by informing and counseling and a factor analysis was carried out by extracting the
factor of maximum similarity ("maximum-likelihood") with oblimin factor axis for determining
the latent space. To determine the relation between perceived parental information and
satisfaction with the cooperation Persons test was used. The obtained data was analyzed by the
statistical program SPSS.

Results and Discussion


Table 1. shows the basic statistic indicators on The scale of preschool teachers' support
to parents by informing and counseling
Table 1: Basic statistical indicators on The scale of preschool teachers' support to parents by
informing and counseling
A kindergarten teacher can provide me with useful tips and information about M SD
the behavior of my child in the group 3,73 ,57
their achievements 3,64 ,67
possible difficulties 3,61 ,73
the current development status of my child 3,61 ,67
peers with whom they socialize 3,61 ,68
about their interests 3,60 ,70
educational processes that can affect positive behavior 3,53 ,81
foods that they (do not) love to consume 3,49 ,93
Total 3,61 ,58
events and activities in the community (guest performances and etc.) 3,47 ,87
literature about children and for the children 3,31 1,01
the ways in which they can spend quality time with their child 3,21 1,04
community resources (organizations, activities, experts ...) which can help me 3,17 1,06
Total 3,29 ,88

On all the particles of the Scale a maximum range of five degrees (0-4) was reached in
the responses, except on the parcel "A kindergarten teacher can provide me with useful tips and
information about the behavior of my child in the group," where the range was from 1 to 4. The
average result was 3.61 with a range between 3.49 and 3.73, which means that parents fully
agree that educators can give them useful information and advice about their child. Most of
them agree that kindergarten educators provide helpful tips and information "about the behavior
of their child in the group" (M = 3.73; SD = 0.57), as well as everything else specified, up to
the information about what their child loves to consume (M = 3.49; SD = 0.93).
The range of results of the other Subscale is between 3,17 and 3,47, and the overall score
is 3,29, which means that the parents considered to a greater extent that they can get information
and useful tips about community resources that provide support to parenting from educators.
Parents estimate that most "of the kindergarten educators can give useful tips and information
about events and activities in the community, such as guest performances and etc." and the
difference in their opinion is the least here. (M = 3,47; SD = 0,87). The lowest average scores
and the highest variability was obtained in the particle "the kindergarten educator can provide
me with useful tips and information about community resources (organizations, activities,
experts ...) which can help me" (M = 3.17; SD = 1, 06). In summary, parents estimate that they
are fully informed about their child's functioning in the group, and to a greater extent about the
resources available in the community. The latter, points to the possibility that preschool teachers
are to improve upon informing and counseling parents about events in the community, openness
of institutions and resources in the community.
By a factor analysis of The scale of preschool teachers' support to parents by informing
and counseling two factors characteristic roots were obtained: 7,22; 0,95, and the percentage of
the total explained variance is 60,20% for the first and 7,90% for the second factor; a total of
68,10%.

Table 2: Factor structure: Scale of parenting support from preschool teachers by


providing information and counseling
1. Factor information and counseling regarding child-rearing h2
From kindergarten teacher I can get useful tips and information about:
From kindergarten teachers I can get useful tips and information about:
the
the possible
possibledifficulties
difficulties ,787 1,003 ,787 1,003
about his interests ,745 ,917
about their interests ,745 ,917
his achievements ,757 ,839
educational
their achievements
processes that can influence a positive behavior ,758 ,623 ,757 ,839
the behavior of
educational my childthat
processes in the
cangroup ,593 positive
influence ,586 behavior ,758 ,623
the current development status of a child ,543 ,552
the behavior of my child in the group
foods that (do not) love to consume ,544 ,533 ,593 ,586
peers with whom
the current he socialize
development ,544of a ,472
status child ,543 ,552
2. Factor useful information and tips about the comunity support mmunity
food they like or dislike ,544 ,533
community
peers withresources
whom they (organizations,
socialize withactivities, experts ...) which can help ,544 ,472
me ,880 -,942
2.
Factor informing
ways I can spend and advising
quality about
time with community
mychild ,668resources
-,838
literature about the children and for the children
community resources (organizations, activities, experts ,723...) which
-,808 can help

me events and activities in the community (guest performances, etc.), ,604 ,880 -,942
-,689
ways I can spend quality time with my child ,668 -,838

literature about children and for children ,723 -,808

events and activities in the community (guest performances, etc.) ,604 -,689
h2-communality; -factor saturation in the matrix form (shown only saturation greater than 0.3)

The first factor describes parental perception of the ability of a preschool teacher to
obtain useful information and advice on possible difficulties, child's interests, his achievements,
child-rearing strategies that can have a positive impact on their behavior, the behavior of a child
in a group, the current development status of the child, food they like and dislike and peers with
whom they socialize. The reason why this is called the factor of informing and counseling is
because all of the above describe information about the child and child-rearing advice provided
by preschool teachers.

Information about the possible difficulties show most saturation (= 1,003). A preschool
teacher, with his knowledge of child development and developmental standards, can notice
potential problems that exist or in a stage of occurring by observation and monitoring of the
development process. It can be determined in which development areas difficulties arise, what
is their intensity and if they require some kind of an intervention. Information about the childs
possible difficulties have to be communicated in a careful and considerate way. Considering
the development of inclusive education policy, the majority of children with disabilities are
receiving care and are educated in regular educational groups. Therefore, teachers are exposed
to new professional tasks for which they are not adequately prepared during the initial and
continuing professional development, and believe that the inclusion of preschool children will
be most improved with small number of children in a group and with family participation
(Skoi Mihi, 2011).
Similarly, providing useful information and advice on childs interests highly saturates
this factor (0,917). Childs interests are an important topic of conversation between parents and
educators in kindergartens. A child in a kindergarten is offered a variety of rich, incentives,
some of which are not available at home. An educator systematically monitors children's
interests, seeks to satisfy their interests with appropriate contents, and also points them out to
the parents. Using these information, parents can try to facilitate their interests, such as
modeling, painting, listening to classical music and experimenting. Also, independently or at
the suggestion of teachers, parents may sign their child up for different activities beyond
kindergarten, such as sports, music and drama programs, thematic tours and visits, plant and
animal caretaking, horseback riding and etc. If a child has an intense interest, and with
cooperative parents, it is possible to start a project which will include the parent.
High saturation is visible in childs achievements (,839). An educator continuously
monitors the child's achievements and documents their observations with various means.
Documentation makes educational work visible, and special importance is given to it in Reggio
pedagogy. Rinaldi (2004) states that "the act of documenting is care, love and cooperation,
interaction". Educators make a difference documenting child's achievements. In addition to the
obligatory pedagogical documentation (so-called "yellow notebook"), they use photography,
audio and video recording; they document children's work, statements, everything they have
learned (Daniels and Stafford, 2003), their feelings, and activities in which a child has become
more independent. Educators are increasingly gathering documentation and making organized
development folders that accompany child's achievements, which can then be presented at
parent-teacher conferences (Sria, 2014). An educator interprets development folders and
compares the current development status and the age of a child, and also points out child's
strengths and areas that are their current development challenges.
Mediocre saturation show child-rearing strategies that affect positive behaviors,
behavior of their child in a group, the current development status of a child, and which foods
they like and dislike. Information that educators provide to parents about the ingredients the
child un/willingly consumes should not be considered unimportant. In one study of the CORE
project (Peeters and Brandt, 2011), researchers investigated intergenerational learning of
educators and found that younger teachers are more focused on the practical aspects of
communication with parents, for example, when a child is asleep, when they eat, etc. Older or
more experienced teachers tend to forget to mention the practical information and they see their
work with parents as a source of teaching, rather than an exchange of practical knowledge.
Although the focus is on achieving deeper communication with parents, educators must remain
sensitive to all areas of their interest. One may often hear that some parents wonder whether
their child has eaten and how much he slept. From the parents' position this is very important
and should also be important to the educator because if a child did not meet the basic
physiological needs, they can't be expected to join an activity with lots of enthusiasm. Such
questions can be used as a starting point of communication in which a parent is satisfied that
the educator is interested in all aspects of the child's welfare. For a skillful educator, these facts
can be an opportunity to talk to parents and compare children's eating habits in the kindergarten
and at home, offer recommendations and suggest healthy eating habits.
A parent is interested in the behavior of their child in a group; he is interested in knowing
whether it is the same, similar or different to the one at home. Many kindergartens have close
cooperation with parents who spend some time with their children in their group. Parents have
the right, not only to be informed about the objectives and outcomes, but also to actively
participate in the life and work in the kindergarten. Parent can either stay in the group without
active participation and/or participate in games with the kids (stay-and-play), but he or she may
also, in agreement with the teacher, plan, organize and carry out certain activities. Children are
particularly interested in presentations of various professions and hobbies. It is an opportunity
for parents to actively participate in the work of the kindergarten, and also to see how their child
spends their time in the group, and for the educator to promote values of games and creativity.
When a parent is staying in the group, it still makes the child behave somewhat differently than
usual, because in those moments they are in a particular situation. The teacher is the one who
can inform parents about the daily behavior of a child in a group - how active they are,
interested, if they are enjoying their stay in the kindergarten, whether they take the initiative, or
if they are withdrawn or exposed. Also, the teacher informs the parents about possible changes
or deviations from normal behavior, and compares and exchanges their observations with the
parents'.
The paradigm of obedience by which a child is educated for a life in a community did
not highlight initiative, competition and personal achievement. Contemporary knowledge about
child development paradigm affirm responsibility. Parents are expected to make the shift from
child-rearing focused on obedience to the upbringing focused on responsibility, creativity, and
critical thinking; a child is seen as a capable and competent human being with their rights.
Requirements are being requested for different educational methods with emphasis on the
establishment of positive discipline, and physical punishment is excluded (Dojinovi, 2008,
Male, 2012). Due to the knowledge of pedagogy and psychology, their own practice and
knowledge of each child's parent, an educator can suggest appropriate corrective actions.
Sometimes a simple change of strategy can make great progress toward positive behavior. This
doesnt mean that the parent has no knowledge of their child, but they are often too immersed
in the problem and "can't see the forest for the trees". They need a look from the outside - the
optimal distance that a professional educator has. It should be taken into account and
emphasized to parents that there are no simple recipes in education that could be applied to
every child in every situation.
Information about peers with whom they socialize have a low saturation factor.
Relationships with peers are an important segment of a child's life and an indicator of emotional
and social health. Parents are interested in knowing whom with and how their child socializes,
whether they have one or many friends, and whether they are withdrawn and lonely. Educators
monitor and investigate child's interactions with peers on a daily basis and makes a sociogram
based on his sociometric research. A sociogram is a graphic representation of the structure of
relations among children in a group, and is made on the basis of mutual attraction. It is an
indicator of the current situation to an educator and it gives him guidance on how to organize a
situation in which he will encourage interaction with children who are socially more isolated.
A teacher will not and should not introduce sociogram to a parent in a way that their child is
labelled. They should provide information on the extent of their child's social interactions and
inform parents about what else can be done, if necessary.
The second factor contains 4 particles that describe the parental perception of being able
to obtain useful information and advice from kindergarten teachers on community resources
such as associations, activities, experts and others who can help, ways they can spend quality
time with their child, literature about children and for children and events and activities in the
community such as guest performances and etc. They describe the help and support in parenting
that is available in the community, and the educators are in charge of advising and informing
the parents. This is why this factor is called Informing and counselling about community
resources.
The modern paradigm requires complex knowledge from educators and scale of high
expectations is constantly rising. They are no longer confined in a room with a child, and they
are expected to act in the broader context of the community, and to have all the information
about community resources that can assist parents in raising their child. This way, an educator
can point out various associations, activities or experts who can give them the necessary
support. Although many information are available in a variety of media (printed press,
television, internet), it is necessary to check their quality. Professional skills of educators allow
them critical assessment of available forms of community support for the development of
positive parenting. The support for parents is offered in the health sector, social welfare centers,
family centers and civil society organizations. Penik (2013) provide an overview and analysis
of the situation, proposals for the improvement of existing and introduction of new services
(early) for family and parenting support, and emphasize the importance of increasing awareness
of parents about available support/services and responsible parenthood. Suggestions for
improving the current system of early assistance families include those relating to the
availability of information, to information on available support parents/families in their places
of living. In addition to informing parents about available help, teachers can also encourage
parents to seek the necessary assistance. Especially in families who are facing a number of
stressful situations in early childhood development such as lack of housing and family security,
violence and other (Swick and Williams, 2006).
Various activities are constantly being organized in the community and it is important
that the educator has all the information about events, news and opportunities for the local
families. Different manifestations of culture and arts, sports and education (exhibitions,
festivals, presentations, lectures, performances ...) that can be interesting and useful to a parent
and/or child are taking place in the community. Some of them are organized by the local
community, some by visitors and some are organized and conducted by children and preschool
teachers.
A kindergarten should not be isolated, and it is extremely important to develop a sense
of community, a cohesion between the local community and early education institutions.
European strategies represent a concept of community, exploring the role of educational
services for children in developing and promoting the child's sense of belonging and
understanding of their own identity. There are numerous examples of learning in the community
from the European Union and New Zealand (Cohen, 2010). The national models of education
and legislation that defines them are often been developed according to the needs of urban areas.
New Zealand's main educational concept includes the family as a whole, its individual members
and extended family, and the children want to fight back and preserve the culture, history,
identity, self-esteem and sense of belonging to the community. Experiences from Norway show
learning approach that uses local economic activities also develop awareness of the history and
culture of the local community, and all knowledge is transferred to the children and to help
them more effectively applied in life. By contrary, in Denmark seek that a children from urban
areas to enable the experience of nature and the countryside. The approaches are different, but
the goal is the same: compensate containment, structure and control of institutions of early and
pre-school education and physical narrowing children's world in a modern, industrialized
societies and achieve to develop connections with its neighbors and the local community, to
allow life to come to them" (Cohen, 2010). Awareness about the importance of local community
and the close association with it grows also in Croatia. Kindergartens must connect with the
community, and educator has an important role in the development of activities that contribute
to the development of a sense of belonging. Constantly he must be informed about services and
events that exist in the community, in order to notify them to the parents. It is desirable to be
up to date with changes, initiates, implements and presents them to the parents.
Spending quality leisure time develops cohesion between children and their parents. It
also helps parents in developing their competencies and children in further expanding their
creativity, knowledge and skills. The educator can help with the proposals, keeping in mind the
characteristics, preferences and development status of each child, family preferences, and
community capabilities. The Convention on the Rights of the Child recognizes the right to
leisure as one of the development rights (along with the right to education, play and cultural
activities). Leisure time is significant part of every childs life which takes place after the
obligations that a child has in the family, and after the obligations arising from the stay in school
and other mandatory institutions, and the main goal is entertainment and rest. In addition,
leisure time gives the child a possibility for spontaneous learning within the scope of their own
interest and motivation (Miharija and Kurida, 2009). Given that children undergo intensive
period of socialization and that various impacts become crucial in the process, the structure of
the free time as well as whom it affects starts to gain in importance. The choice of activities
depends on a number of subjective reasons (social status of parents, personal education, skills
and habits) and objective circumstances (environment, existing possibilities and availability of
content). The way the children spend their leisure time is highly a subject to environmental
influences including the mass media to which children adapt quickly and which are present in
their lives from an early age " (Miharija and Kurida, 2009).
Children of primary school age and younger, mostly prefer to spend their free time by going
out and socializing with peers, watching television, playing computer games, and sport
activities. A smaller number of children sings in a choir, dances, plays an instrument or learns
foreign languages, while going to the cinema, theatre and concerts are under-represented
(Miharija and Kurida, 2009). There is no data on how preschoolers spend their leisure time,
and it would certainly differ due to the age difference. It is true that adults must take into account
childrens opinions and needs, but they also must always keep in mind that they are responsible
for the welfare of their child, rather than the fulfillment of his/her desires. This means that the
time for watching television, and playing computer games should be limited, and the time for
creative, artistic, and outdoor hobbies should be increased. It is the duty of educators to make
that suggestion to a parent if he/she notices the child spends his/her free time inappropriately.
The preschool teacher has knowledge about children's literature and can choose the
literature of higher quality. In addition to tracking novelties, he/she can recommend some
children's books to parents that are appropriate and stimulating for the child. The same applies
to the proposals of quality, aesthetically valuable toys which serve as a useful didactic tool.
There is also a question of choice of TV and video content, the length of time spent in front of
TV and computer screens and the ways in which it is carried out (e.g. a preschool child should
not watch any content without the parent with whom he/she can share, interpret and comment).
Educators' proposals should not be intrusive, instead, the educator has at his disposal a variety
of options: informal discussions, answering questions and theme-based parent-teacher
conferences which would cover topics such as selection of quality literature, toys, meanings,
and celebrating children's birthday parties etc. Parents are starting to be more and more
interested in childrens literature. In a wide range of various books, articles, magazines and
internet sources it can be very difficult for a parent to identify what is pedagogically valuable
and what is trivial and populist. Different opinions and information cause insecurities in parents
who would like to do the best they can for their child. Educators can help by proposing quality
literature and reliable and useful links to parents.
In conclusion, in the realization of their parental role they can use available community
resources for the development of intellectual, emotional and material capacities, and educators,
according to the findings of this study, are also very helpful in this area. According to the study,
preschool teachers are parents' most desirable source of advisory support, after the immediate
and extended family, and the paediatrician.
In the context of this study, parents' satisfaction with the cooperation with preschool
teachers has been examined. Parents are satisfied with the cooperation that took place through
parent meetings, individual consultations, workshops, festivities, excursions and group
volunteering (Skoi Mihi and Sria, under review).
Pearson's correlation test was used to determine whether there is an association between
the Scale of parenting support from preschool teachers by providing information and
counseling and the Scale of parental satisfaction with the cooperation with preschool teachers.
There was a statistically significant positive correlation between higher level of information
and consultation recieved from preschool teachers regarding the child (r =, 419 ***) and
community resources (r =,392 ***) and the parental contentment with preschool teachers
cooperation.
As a professional, the preschool teacher has the responsibility to initiate cooperation
while taking into account the ethical requirements, such as confidentiality, modesty, respect
and appreciation and showing sincere (not false) empathy, interest, authenticity and
perseverance without intrusion. The preschool teacher should reflect on the situation and create
a context in which the parent will feel accepted and welcome, a place where someone can and
wants to help him/her by giving advice and information. Bearing in mind that the "bridge is
built from both sides", it is expected from the parent to accept the efforts of preschool teachers
as a call for cooperation. Parents, participants of this survey, report that they receive valuable
information and advice from the educators which is recognized as a willingness to cooperate
and is associated with high levels of parental satisfaction with the provided support.
Conclusion
Institutions of early and preschool education have a legal obligation to harmonize the
synergy between families and institutionalized education. Along with desirable personal traits,
modern educators should possess a number of competencies that require the extension of their
work to the collaboration with parents and the community. Parent counselling in kindergartens
is carried out through individual meetings focused on the wellbeing of the child. By establishing
partner relationships the educator meets the family context and is able to give adequate support
to parents who face numerous challenges in today's context. Parents perceive preschool teachers
as professionals who can provide them with all the necessary information and advice on the
child's role in the education process and, to an even greater extent, information about the support
they can get in the community. They are generally satisfied with the cooperation with educators
associated with the support in parenting. Preschool teachers are required to have counselling
skills in order to be able to provide support to parents in their child rearing role with their
professional knowledge about children's development. The development of counselling skills
in forming partner relations with parents is not a matter of personal choice and good intentions,
it is an obligation of a competent teacher that will bring benefit to all participants in the
educational process, primarily to the child, the parents, and finally, to the preschool teacher
him/herself.
According to previous studies, parents perceive preschool teachers as professionals who
can provide them with considerable support in parenting, information and advice regarding the
development of their child, and information about valuable opportunities, events and activities
in the community. It is therefore necessary to ensure the acquisition of counselling
competencies during the initial education of early childhood education teachers, as well as
during their continuous professional development.
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Odgajateljeva podrka u roditeljstvu i roditeljsko zadovoljstvo
suradnjom

Marica Tadi
Djeji vrti Sunce
maricatadic@hotmail.com

Sanja Skoi Mihi


Uiteljski fakultet u Rijeci
sanjasm@ufri.hr

Suzana Sria
Djeji vrti Rijeka
suzana.srica@gmail.com

Saetak

Suvremeno roditeljstvo povezano je s nizom izazova, a profesionalna je zadaa


odgajatelja pruiti podrku roditeljima kroz razliite oblike suradnje. Cilj rada bio je utvrditi
roditeljsku percepciju odgajateljeve podrke u roditeljstvu tijekom individualnih konzultacija
te je li ona povezana s njihovim zadovoljstvom suradnjom.
U istraivanju je sudjelovalo 216 roditelja predkolske djece. Roditelji procjenjuju da
im odgajatelji u potpunosti pruaju korisne informacije i savjete o djetetovom razvoju, a u
velikoj mjeri i o dostupnoj podrci u zajednici. Takoer, roditelji koji u veoj mjeri dobiju
savjete i korisne informacije od odgajatelja, osjeaju se zadovoljnijima suradnjom.
Sukladno ranijim istraivanjima, roditelji percipiraju odgajatelje profesionalcima koji
im, savjetima i korisnim informacijama o djetetu i dostupnim resursima zajednice, pruaju
znaajnu podrku u roditeljstvu. Potrebno je dodatno jaati kompetencije odgajatelja u pruanju
podrke i savjetovanju roditelja u svrhu djetetove dobrobiti, osobito u suvremenom
inkluzivnom odgoju i obrazovanju.

Kljune rijei: odgajatelji, roditelji, informacije, savjetovanje, podrka, inkluzija

Summary
Abstract
Modern parenting is associated with a number of challenges and one of preschool teacher
obligations is to support parents through various forms of cooperation, especially during parent-
teacher conferences (individual meetings). The aim of this study was to determine the parental
perception of parenting support from preschool teachers during parent-teacher conferences and
whether it is associated with parental satisfaction with cooperation.
The study included 216 parents of preschool children. The parents claim that teachers fully
provide useful information and advice on child development, and to a large extent on the
support available in the community. Also, parents who were largely supported by advice and
useful information from preschool teachers feel more content with the cooperation.
According to previous research, parents perceived preschool teachers as professionals who
provided them significant support in parenting with advice and useful information about the
child and the support in the community. During individual interviews, a preschool teacher can
develop high-quality partner relationships with parents in order to ensure child well-being.

Keywords: preschool teachers, parents, information, counselling, support, inclusion


Uvod
Nova paradigma ranog i predkolskog odgoja i obrazovanja i suvremeni vrtiki
kurikulum utemeljen je na socijalnom konstruktivizmu, a dijete se promatra kao dio obitelji u
kojoj raste, razvija se i ui u interakciji s okolinom (Miljak, 2007). Dijete je u sreditu sustava,
a elementi njegove okoline su koncentrini krugovi uronjeni jedni u druge i meuovisni jedni
o drugima (Bronfenbrenner, 1979). Prvi i izravni utjecaj na dijete imaju obitelj i lanovi najueg
domainstva, zatim socijalno i obrazovno okruenje koje ukljuuje vrti, vrnjake, susjedstvo,
vjerske grupe i zdravstvene usluge. Upravo je vanost usklaivanja utjecaja iz razliitih
elemenata okoline prepoznata u suvremenoj predkolskoj ustanovi. Snano je apostrofirana
potreba aktivne ukljuenosti obitelji i razvoja partnerstvo vrtia s roditeljima i irom
zajednicom (Ljubeti, 2001, 2009, 2011a., 2011b, Strievi, 2011; agud, 2011, Nacionalni
kurikulum za rani i predkolski odgoj i obrazovanje, 2014). Obitelj se promatra kao kompleksni
socijalni sustav koji u meusobnim stalnim interakcijama nastoji odrati ravnoteu i integritet
usprkos izloenosti vanjskim pritiscima (Bronfenbrener, 1979). Djeca svojim ponaanjem
utjeu na ponaanje roditelja i izbor njihovih odgojnih postupaka pa sinergijski odgojni
roditeljski i institucionalni utjecaji olakavaju obiteljsku ravnoteu.
Pritom, istie se pravo obitelji na potporu u roditeljstvu (Konvencija o pravima djeteta,
2001, Preporuka 19 Odbora ministara dravama lanicama Vijea Europe o politici podrke
pozitivnom roditeljstvu, 2008, Nacionalna obiteljska politika Republike Hrvatske, 2003,
Nacionalni okvirni kurikulum za predkolski odgoj i obrazovanje te ope obvezno i
srednjokolsko obrazovanje, 2010, Nacionalni kurikulum za rani i predkolski odgoj i
obrazovanje, 2014). Roditelji, kao glavni odgajatelji svoje djece, tijekom ranih godina imaju
pravo na potporu djelatnika u ranom i predkolskom sustavu odgoja i obrazovanja (Daly, 2007).
Potrebno je da odgajatelji i drugi djelatnici bliskom suradnjom s roditeljima, obiteljima i
zajednicom utjeu na poveanje svijesti o mogunostima koje se nude u predkolskom odgoju
i obrazovanju i na vanost uenja od najranije dobi (European Commission, 2011). Predkolski
odgoj ostvaruje se u skladu s razvojnim osobinama i potrebama djece te socijalnim, kulturnim,
vjerskim i drugim potrebama obitelji, a djeji vrti je obvezan dopunjavati obiteljski odgoj i
svojom otvorenou uspostaviti djelatnu suradnju s roditeljima i neposrednim djejim
okrujem (Zakon o predkolskom odgoju i obrazovanju, 2014). Roditelji kao ravnopravni
sudionici nezaobilazni su partneri koji sudjelovanjem u odgojno-obrazovnoj ustanovi doprinose
njenoj kvaliteti (Slunjski, 2008).
Odgajatelji imaju zakonsku i profesionalnu odgovornost razvijati partnerske odnose s
roditeljima radi dobrobiti djeteta. Partnerstvo znai ravnopravnost uloga roditelja i odgajatelja,
prihvaanje i uvaavanja osobnosti i sposobnosti drugih, kako odraslih, tako i djece (Miljak,
1996). Nuno je osigurati izravnu, kvalitetnu i ohrabrujuu komunikaciju meu roditeljima i
odgojiteljima kao osobama koje najintenzivnije skrbe o djetetu i njegovoj dobrobiti, kako bi
informacije o djetetu mogle nesmetano i dvosmjerno cirkulirati (Nacionalni kurikulum za rani
i predkolski odgoj i obrazovanje, 2014: 13). Odnos treba biti proet povjerenjem, otvorenou,
tolerancijom, objektivnou i spremnou za uvaavanje osobnih i profesionalnih
kompetencija, uzajamnim potovanjem, usklaivanjem odgojnih utjecaja i zajednikim
rjeavanjem problema u razvoju i odgoju djeteta (Skoi Mihi, Blanua Troelj, Dragievi,
2016). Roditelji pruaju kljune informacije o njihovom djetetu, a motivi suradnje za roditelja
imaju snanu emotivnu dimenziju i proizlaze iz brige za dijete. Roditelji ele znati da je njihovo
dijete sigurno, zadovoljno te stei uvid o nainu ivota i rada u vrtiu. Odgajatelj treba
roditeljima pruati informacije, biti spreman dati savjet, usmjeravati ih i koordinirati njihovim
radom u grupi (Valjan-Vuki, eko Jurii, Mioi, 2011). Profesionalna obveza odgajatelja je
suradnja i savjetodavni rad s roditeljima (Dravni pedagoki standard predkolskog odgoja i
naobrazbe, 2008). Suradnja s roditeljima realizira se u razliitim oblicima kao to su
individualni razgovori, roditeljski sastanci, radionice, sveanosti, izleti i volontiranje u skupini
(Skoi Mihi i Sria, u recenzijskom postupku, Skoi Mihi i Babi, u recenzijskom
postupku). Individualni razgovori pruaju jedinstvenu mogunost razvoja partnerskih odnosa s
roditeljima. Tijekom razgovora s roditeljima odgajatelji, kao i drugi strunjaci koji nisu
profesionalni savjetovatelji, koriste vjetine savjetovanja (Nelson-Jones, 2007). U godinjim
planovima i programima veine vrtia oni se planiraju u strukturi radnog vremena. Iako nisu
pitanje osobnog izbora odgajatelja, u praksi ne postoji usuglaenost oko odravanja
individualnih razgovora s roditeljima. Pojedini vrtii pridaju vanost organizaciji i provoenju
individualnih razgovora s roditeljima i njihovoj zastupljenosti u strukturi radnog vremena, dok
ih drugi ne predviaju i ne provode. Takoer nisu predviene sankcije za vrtie i odgajatelje
koji ne provode individualne razgovore. Iako se ponekad ini da su roditelji nezainteresirani, to
je najee privid. Na primjerenu inicijativu odgajatelja, prihvatit e suradnju za dobrobit
njihovog djeteta. Roditeljima se savjetuje da budu: odvjetnici svome djetetu, spremni podijeliti
informacije o obiteljskoj situaciji i o svome djetetu, osobito njegovim navikama, interesima,
talentima i izazovima; da dolaze na vrijeme i prema dogovoru, a u sluaju da im to ne odgovara
da to jasno kau i ugovore termin koji odgovara, da sluaju otvorenog uma i daju sugestije, ali
isto tako i da budu otvoreni za odgajateljeve sugestije; da redovito sudjeluju na individualnim
konzultacijama i budu ukljueni u rad ustanove s ciljem unaprjeenja razvoja i uenja svog
djeteta (Seplocha, 2004). Pozivaju ih da na razgovor dou spremni, da unaprijed pripreme
pitanja i sugestije kako bi to bolje iskoristili raspoloivo vrijeme i podsjeaju da odgajatelji ne
mogu imati odgovor na sva pitanja, bez obzira na to to su profesionalci u ranom i
predkolskom odgoju i obrazovanju.
Upravo ustanove ranog i predkolskog odgoja i obrazovanja predstavljaju prikladno
mjesto gdje roditelji mogu postaviti pitanja i potraiti savjete o uspjenoj realizaciji roditeljske
uloge, pri emu se najradije obraaju upravo odgajateljima (Skoi Mihi, Blanua Troelj i
Kati, 2015). Roditelji prepoznaju odgajatelje profesionalcima koji im pruaju podrku u
roditeljstvu. Podrka u roditeljstvu odnosi se na aktivnosti pruanja informacija i savjeta
koji im pomau u podizanju djece, meu ostalim i u ustanovama ranog i predkolskog odgoja
i obrazovanja, a usmjerena je na roditeljska znanja i vjetine, kao i okolinske initelje koji
mogu povoljno ili nepovoljno utjecati na ispunjavanje roditeljske uloge (Penik, 2013).
Partnerstvo ustanove s roditeljima doprinosi pozitivnim ishodima za dijete (pozitivno
ponaanje, emocionalni razvoj i edukacijska postignua), roditelje (roditeljske vjetine,
roditeljski stavovi i uvjerenja, roditeljska znanja i razumijevanja te emocionalno i mentalno
zdravlje roditelja) i pozitivnim odnosima djece i roditelja (Moran i sur., 2004; prema Nenadi-
Bilan, 2015).
Empirijska istraivanja u Hrvatskoj (Petrovi Soo, 1995, Kanji, Boneta, 2012/13,
Skoi Mihi i Sria, u recenzijskom postupku) ukazuju da su roditelji generalno zadovoljni
suradnjom s odgajateljima i partnerstvom obitelji i vrtia, dok nedostaju istraivanja o
percipiranoj podrci u roditeljstvu. Stoga, je svrha istraivanja bio ispitati roditeljsku percepciju
odgajateljeve podrke u roditeljstvu tijekom individualnih konzultacija te je li ona povezana s
njihovim zadovoljstvom suradnjom s odgajateljima.
Ciljevi istraivanja su: (1) utvrditi latentni prostor roditeljske percepcije odgajateljeve
podrke u roditeljstvu i (2) ispitati povezanost percipirane podrke u roditeljstvu sa
zadovoljstvom roditelja suradnjom s odgajateljima.
U radu se polazi od hipoteze da postoji statistiki znaajna pozitivna povezanosti izmeu
percipirane razine podrke u roditeljstvu od strane odgajatelja i zadovoljstva suradnjom.

Metoda
Uzorak
Uzorak obuhvaa 216 roditelja predkolske djece iz 5 upanija RH, i to 48% iz Istarske,
35% iz Primorsko-goranske, a 17% iz Grada Zagreba, Liko-Senjske i Zadarske upanije.
Prosjena dob roditelja je 35 godina, od 22 do 52, od ega 83% majki, a 17% oeva. Polovica
ispitanika (49%) ima zavrenu srednju kolu, 33% fakultet, 12% viu kolu, 5% magisterij,
1,5% doktorat. Prema mjestu stanovanja, 48% roditelja ivi u Istarskoj upaniji, 35% u
Primorsko goranskoj, a 17% dolazi iz Grada Zagreba, Zadarske i Liko-senjske upanije.
Mjerni instrument
Sociodemografski podaci o roditeljima su dob, spol, brani status, razina obrazovanja i
mjesto prebivalita.
Skala odgajateljeve podrke roditeljima informiranjem i savjetovanjem sadri dvanaest
estica koje opisuju razliite informacije i savjete koje odgajatelji pruaju roditeljima
podupirui ih u roditeljskoj ulozi. Subskala korisne informacije o djetetu i savjeti vezani za
odgoj djeteta sadri osam estica koje opisuju razliite informacije koje odgajatelj prua
roditelju o djetetovom funkcioniranju u odgojnoj skupini: o ponaanju svog djeteta u skupini,
njegovim postignuima, eventualnim tekoama, trenutanom razvojnom statusu djeteta, o
vrnjacima s kojima se drui, o njegovim interesima, odgojnim postupcima koji mogu utjecati
na pozitivna ponaanja te namirnicama koje (ne)rado konzumira. Subskala korisne informacije
i savjeti o podrci u zajednici sadri etiri estice koje opisuju korisne informacije i savjete koje
odgajatelj prua roditeljima o mogunostima, dogaanjima i aktivnostima u zajednici: o
dogaanjima i aktivnostima u zajednici (gostujuim predstavama i sl.), o literaturi o djeci i za
djecu, nainima na koje mogu kvalitetno provoditi vrijeme sa svojim djetetom te resursima
zajednice (udrugama, aktivnostima, strunjacima) koji roditelju mogu biti od pomoi.
Odgajatelji su izraavali stupanj slaganja s tvrdnjama na skali Likertovog tipa od 5 stupnjeva,
pri emu 0 znai ne, 1 vrlo malo, 2 djelomino, 3 u veoj mjeri i 4 u potpunosti.
Metodom unutarnje konzistencije provjerena je pouzdanost Skale i izraunat je
Cronbachov alfa koeficijent koji iznosi 0,927 za prvu i 0, 909 za drugu subskalu, to govori o
visokoj pouzdanosti.
Skala zadovoljstva suradnjom s odgajateljima (Sria, 2014) sadri est razliitih oblika
suradnje s roditeljima: roditeljski sastanci, individualni razgovori, radionice, radne akcije, izleti,
sveanosti i volontiranje u odgojno-obrazovnoj skupini. Roditelji su procjenjivali svoju razinu
zadovoljstva na skali Likertovog tipa od pet stupnjeva, od 0-nisam zadovoljan do 4-u
potpunosti zadovoljan. Skala je pouzdana, a Cronbachov alfa koeficijent je 0,856.

Nain prikupljanja podataka


Istraivanje je provedeno u travnju 2014. godine u ustanovama za rani i predkolski
odgoj i obrazovanje. Ravnatelji i voditelji ustanova bili su upoznati s ciljem i svrhom
istraivanja i zamoljeni za suglasnost za sudjelovanje u istraivanju putem e-maila i/ili osobno.
Nakon primljenog usmenog i pismenog odobrenja, upitnici su distribuirani u ustanove
odgajateljicama koje su bile suglasne sudjelovati u istraivanju. Odgajateljicama su dane upute
o nainu provoenja istraivanja, a potom su ih one individualno objasnile roditeljima, pri
podjeli upitnika. Roditelji su se ukljuivali u istraivanje po principu dobrovoljnosti i mogli su
odustati u svakom trenutku. Upitnici su podijeljeni u otvorenim kovertama koje su vraali
zatvorenima kako bi se osigurala anonimnost podataka. Ispunjeni upitnici prikupljeni su u 2-3
tjedna. Prikupljeni rezultati dostupni su zainteresiranim roditeljima kroz prikaz rezultata u
PowerPoint prezentaciji. Od ukupno odaslanih 400 upitnika, roditelji su ispunili 216, odnosno
54%.

Metoda obrade podataka


Izraunati su osnovni statistiki pokazatelji na Skali odgajateljeve podrke roditeljima.
Provedena je faktorska analiza ekstrakcijom faktora metodom najvee slinosti (maximum-
likelihood), uz oblimin rotaciju faktorskih osi za utvrivanje latentnog prostora. Za utvrivanje
povezanosti percipirane informiranosti roditelja i njihovog zadovoljstva suradnjom koriten je
Pearsonov test. Dobiveni podaci obraeni su statistikim programom SPSS.

Rezultati i rasprava
U Tablici 1. prikazani su osnovni statistiki pokazatelji na Skali odgajateljeve podrke
roditeljima informiranjem i savjetovanjem.
Tablica 1. Osnovni statistiki pokazatelji na Skali odgajateljeve podrke roditeljima informiranjem i
savjetovanjem
Od odgajatelja u vrtiu mogu dobiti korisne savjete i informacije o: M SD
ponaanju svog djeteta u skupini 3,73 0,57
njegovim postignuima 3,64 0,67
eventualnim tekoama 3,61 0,73
trenutanom razvojnom statusu djeteta 3,61 0,67
vrnjacima s kojima se drui 3,61 0,68
njegovim interesima. 3,60 0,70
odgojnim postupcima koji mogu utjecati na pozitivna ponaanja. 3,53 0,81
namirnicama koje (ne) rado konzumira. 3,49 0,93
Ukupno 3,61 0,58
dogaanjima i aktivnostima u zajednici (gostujuim predstavama i sl.) 3,47 0,87
literaturi o djeci i za djecu 3,31 1,01
nainima na koje mogu kvalitetno provoditi vrijeme sa svojim djetetom 3,21 1,04
resursima zajednice (udrugama, aktivnostima, strunjacima) koji mi mogu
3,17 1,06
pomoi
Ukupno 3,29 0,88

Na svim esticama Skale postignut je maksimalan raspon od pet stupnjeva


odgovora (0-4), osim na estici od odgajatelja u vrtiu mogu dobiti korisne savjete i
informacije o ponaanju svog djeteta u skupini gdje je raspon od 1 do 4. Prosjean rezultat je
3,61 s rasponom izmeu 3,49 i 3,73, to znai da se roditelji u potpunosti slau da od odgajatelja
primaju korisne informacije i savjete o djetetu. Najvie se slau da im odgajatelji u vrtiu
pruaju korisne savjete i informacije o ponaanju svog djeteta u skupini (M=3,73; SD=0,57),
i sve druge navedene, do informacija o namirnicama koje dijete (ne)rado konzumira (M=3,49;
SD=0,93).
Raspon rezultata na esticama druge Subskale je izmeu 3,17 i 3,47, a ukupni rezultat
je 3,29, to znai da roditelji smatraju da mogu od odgajatelja u veoj mjeri dobiti informacije
i korisne savjete o resursima zajednice koji podupiru roditeljstvo. Roditelji procjenjuju da
najvie od odgajatelja u vrtiu mogu dobiti korisne savjete i informacije o dogaajima i
aktivnostima u zajednici, poput gostujuih predstava i slino i najmanje se meusobno
razlikuju u miljenju (M=3,47; SD=0,87). Najnii prosjeni rezultat i najvii varijabilitet
postignuti su na estici od odgajatelja u vrtiu mogu dobiti korisne savjete i informacije o
resursima zajednice (udrugama, aktivnostima, strunjacima...) koji mi mogu pomoi (M=3,17;
SD=1,06). Sumarno, roditelji procjenjuju da su u potpunosti informirani o funkcioniranju
djeteta u skupini, a u veoj mjeri roditelji o dostupnim resursima u zajednici. Potonje ukazuje
na mogunost da odgajatelji unaprijede informiranje i savjetovanje roditelja o dogaanjima
zajednice, otvorenosti ustanova i resursima u zajednici.
Faktorskom analizom Skale odgajateljeve podrke roditeljima informiranjem i
savjetovanjem dobivena su dva faktora karakteristinih korijena: 7,22; 0,95, a postotak ukupno
objanjene varijance je 60,20% za prvi i 7,90% za drugi faktor; ukupno 68,10%.

Tablica 2. Faktorska struktura Skale odgajateljeve podrke roditeljima informiranjem i


savjetovanjem
1. Faktor informiranja i savjetovanja u svezi odgoja djeteta h2
Od odgajatelja u vrtiu mogu dobiti korisne savjete i informacije o:
eventualnim tekoama ,787 1,003

njegovim interesima ,745 ,917

njegovim postignuima ,757 ,839

odgojnim postupcima koji mogu utjecati na pozitivna ponaanja ,758 ,623

ponaanju svog djeteta u skupini ,593 ,586

trenutanom razvojnom statusu djeteta ,543 ,552

namirnicama koje (ne) rado konzumira ,544 ,533

vrnjacima s kojima se drui ,544 ,472

2. Faktor informiranja i savjetovanja o resursima zajednice


resursima zajednice (udrugama, aktivnostima, strunjacima) koji mi
,880 -,942
mogu pomoi
nainima na koje mogu kvalitetno provoditi vrijeme sa svojim djetetom. ,668 -,838

literaturi o djeci i za djecu ,723 -,808

dogaanjima i aktivnostima u zajednici (gostujuim predstavama i sl.) ,604 -,689


h -komunalitet; -faktorsko zasienje iz matrice obrasca (prikazana su samo zasienja vea od 0.3)
2

Prvi faktor opisuje roditeljsku percepciju da su u mogunosti od odgajatelja u vrtiu


dobiti korisne informacije i savjete o eventualnim tekoama, o djetetovim interesima,
njegovim postignuima, odgojnim postupcima koji mogu utjecati na pozitivna ponaanja,
ponaanju djeteta u skupini, trenutanom razvojnom statusu djeteta, namirnicama koje (ne) rado
konzumira i vrnjacima s kojima se drui. Navedene opisuju informacije o djetetu koje
odgajatelj prua roditeljima i savjete o odgojnim postupcima pa se nazivaju Faktorom
informiranja i savjetovanja.
Najvie zasienje na faktoru ima estica informacije o eventualnim tekoama djeteta
(=1,003). Odgajatelj, na temelju znanja i iskustava o razvoju djeteta i razvojnim normama,
moe promatranjem i praenjem djetetova razvoja uoiti eventualne tekoe koje postoje ili se
pojavljuju. Takoer, moe utvrditi u kojim se razvojnim podrujima tekoe pojavljuju, kojeg
su intenziteta i zahtijevaju li kakvu intervenciju. Roditelju se informacije o eventualnim
tekoama njegovog djeteta priopavaju na paljiv i obziran nain. Uzimajui u obzir razvoj
inkluzivne obrazovne politike, veina djece s tekoama odgaja se i obrazuje u redovnim
odgojnim skupinama. Stoga su odgajatelji izloeni novim profesionalnim zadaama za koje
nisu primjereno pripremljeni tijekom inicijalnog i trajnog profesionalnog razvoja, a smatraju da
bi predkolsku inkluziju najvie unaprijedio manji broj djece u skupini i sudjelovanje obitelji
(Skoi Mihi, 2011).
Slino, davanje korisnih informacija i savjeta o interesima djeteta visoko saturira ovaj
faktor (0,917). Interesi djeteta u vrtiu vana su tema razgovora roditelja i odgajatelja. Djetetu
je u vrtiu ponueno mnotvo bogatih sadraja, od kojih mu neki nisu dostupni kod kue.
Odgajatelj sustavno prati djeje interese i nastoji zadovoljiti njihove interese primjerenim
sadrajima te na njih ukazati roditelju. Na temelju odgajateljevih informacija, roditelji mogu
nastojati osigurati sadraje za koje dijete pokazuje interes kod kue, primjerice modeliranje,
slikanje, sluanje klasine glazbe, eksperimentiranje. Takoer, samostalno ili na prijedlog
odgajatelja, moe ukljuiti dijete u razliite izvanvrtike aktivnosti, kao to su sportski, glazbeni
i dramski programi, tematski izleti i posjete, briga o biljkama i ivotinjama, jahanje i slino.
Ako je interes djeteta intenzivan, i ako postoji dobra volja roditelja, mogue je pokrenuti projekt
u koji e se ukljuiti i roditelj.
Visoke saturacije su i na estici postignua djeteta (0,839). Odgajatelj kontinuirano prati
djetetova postignua i to dokumentira razliitim sredstvima. Dokumentacija ini odgojno-
obrazovni rad vidljivim, a osobiti znaaj pripisuje joj se u Reggio pedagogiji. Rinaldi (2004)
navodi kako je dokumentiranje in brige, ljubavi i suradnje, interakcije. Odgajatelji razliito
dokumentiraju djetetova postignua. Osim obvezne pedagoke dokumentacije (takozvana uta
biljenica) koriste fotografiranje, audio i video snimanje, prikupljaju djeje radove, izjave,
biljeke o tome to je sve dijete novo nauilo (Daniels i Stafford, 2003), kako se pritom osjealo,
u emu je postalo samostalnije i sigurnije. Sve ee odgajatelji prikupljene dokumente
organiziraju u razvojne mape u kojima se prate djetetova postignua i koje mogu predoiti
roditeljima na individualnim razgovorima (Sria, 2014). Odgajatelj interpretira razvojne mape
i govori o usklaenosti trenutanog razvojnog statusa djeteta s dobi, navodi djetetove jake strane
te podruja koja predstavljaju razvojne izazove.
Osrednja zasienja na faktoru imaju estice o odgojnim postupcima koji mogu utjecati
na pozitivna ponaanja, ponaanju svog djeteta u skupini, trenutanom razvojnom statusu
djeteta namirnicama koje (ne)rado konzumira. Informacije koje odgajatelj nudi roditelju o
namirnicama koje dijete (ne)rado konzumira ne bi trebalo smatrati nevanima. U jednoj studiji
CORE projekta (Peeters i Brandt, 2011) koja je istraivala meugeneracijsko uenje
odgajatelja, istraivai su uoili kako su mlai odgajatelji vie usmjereni na praktine aspekte
komunikacije s roditeljima, primjerice kad dijete spava, kako se hrani i sl. Stariji ili iskusniji
odgajatelji uglavnom zaborave spomenuti ove praktine informacije i rad s roditeljima vide
prije kao izvor pedagokih, a ne praktinih saznanja. Iako je intencija usmjerenost na
ostvarivanje dublje komunikacije s roditeljima, odgajatelj mora ostati osjetljiv na sva pitanja
koja zanimaju roditelja. esto se od odgajatelja moe uti kako neki roditelji samo pitaju je li i
to dijete jelo i koliko je spavalo. Iz pozicije roditelja to je vrlo vano, a trebalo bi biti vano i
odgajatelju jer ako dijete nije zadovoljilo temeljne fizioloke potrebe ne moe biti ni
raspoloeno za ukljuivanje u bilo koju aktivnost. Ovakva pitanja mogu posluiti za poetak
komunikacije u kojoj e se roditelj uvjeriti da je odgajatelj zainteresiran za sve aspekte dobrobiti
djeteta. Vjetom odgajatelju mogu biti prilika da u razgovoru s roditeljima usporeuju
prehrambene navike djeteta u vrtiu i u roditeljskom domu, ponude preporuke i sugeriraju
zdrave naine prehrane.
Roditelj je zainteresiran za ponaanje svog djeteta u skupini, zanima ga je li isto, slino
ili razliito onomu kod kue. Mnogi vrtii imaju blisku suradnju s roditeljima pa oni borave u
skupini onoliko esto koliko im doputa raspoloivo vrijeme. Roditelji imaju pravo ne samo da
budu informirani o ciljevima i ishodima, nego i da aktivno participiraju u ivotu i radu u vrtiu.
Roditelj moe u skupini samo hospitirati i/ili sudjelovati u igri s djecom, ali i, u dogovoru s
odgajateljem, isplanirati, organizirati i provoditi odreene aktivnosti. Djeci su osobito
zanimljiva predstavljanja razlinih profesija i hobija. To je prilika roditeljima da aktivno
sudjeluju u radu vrtia, ali i da vide kako njihovo dijete provodi svoje vrijeme u skupini, dok
odgajatelj promovira vrijednost igre i kreativnosti. Boravak roditelja u skupini ipak djeluje pa
se dijete ponaa neto drugaije nego inae, jer je u tim trenucima u posebnoj situaciji.
Odgajatelj je taj koji roditelja moe informirati o svakodnevnom ponaanju djeteta u skupini -
koliko je aktivno, zainteresirano, uiva li u boravku u vrtiu, preuzima li inicijativu, je li
povueno ili eksponirano. Takoer, odgajatelj informira roditelja o eventualnim promjenama i
odstupanjima od uobiajenih ponaanja te svoja zapaanja razmjenjuje i usporeuje s
roditeljevim.
Paradigma poslunosti po kojoj se dijete odgajalo za ivot u zajednici nije osobito
naglaavala inicijativnost, natjecanje i osobna postignua. Suvremene spoznaje o razvoju
djeteta afirmiraju paradigmu odgovornosti. Od roditelja se oekuje da naprave pomak od odgoja
za poslunost prema odgoju za odgovornost, kreativnost i kritiko miljenje te dijete vide kao
sposobno, kompetentno i sposobno bie sa svojim pravima. Postavljaju se zahtjevi za drukijim
odgojnim postupcima s naglaskom na uspostavljanje pozitivne discipline, a tjelesno
kanjavanje se izostavlja (Dojinovi, 2008; Male, 2012). Zahvaljujui znanjima iz pedagogije
i psihologije, vlastitoj praksi i poznavanju svakog pojedinog djeteta, odgajatelj moe roditelju
sugerirati prikladne odgojne postupke. Ponekad jednostavna promjena postupka moe donijeti
veliki napredak prema pozitivnijem ponaanju. To ne znai da roditelj nema znanja o svom
djetetu, ali je esto previe uronjen u problem pa od drvea ne vidi umu i potreban mu je
pogled izvana, s optimalne distance koju odgajatelj kao profesionalac ima. Pritom treba voditi
rauna i naglasiti roditeljima da nema jednostavnih recepata u odgoju koji bi se mogli
primijeniti na svako dijete i u svakoj situaciji.
Nisko zasienje na faktoru ima estica informacije o vrnjacima s kojima se drui.
Odnosi s vrnjacima vaan su segment djetetova ivota i pokazatelj emocionalnog i socijalnog
zdravlja. Roditelja zanima s kim se i kako njegovo dijete drui, ima li jednog ili mnotvo
prijatelja ili je povueno i osamljeno. Odgajatelj svakodnevno prati i istrauje djetetove
interakcije s vrnjacima i na temelju sociometrijskog istraivanja izrauje sociogram.
Sociogram predstavlja grafiki prikaz strukture odnosa meu djecom u skupini koji se izrauje
na osnovu meusobnih privlaenja. Odgajatelju je pokazatelj trenutanog stanja i daje mu
smjernice kako organizirati situacije u kojima e potaknuti interakcije s djecom koja su vie
socijalno izolirana. Naravno da odgajatelj nee i ne treba roditelju prezentirati sociogram na
nain koji etiketira dijete, ve e svakom roditelju dati informacije koliko se njegovo dijete
uputa u socijalne interakcije i to se po tom pitanju moe jo uiniti ukoliko je potrebno.
Drugi faktor sadri 4 estice koje opisuju roditeljsku percepciju da su u mogunosti od
odgajatelja u vrtiu dobiti korisne informacije i savjete o resursima zajednice kao to su udruge,
aktivnosti, strunjaci i ostali koji im mogu pomoi, nainima na koje mogu kvalitetno provoditi
vrijeme sa svojim djetetom, literaturi o djeci i za djecu i dogaanjima i aktivnostima u zajednici
poput gostujuih predstava i slino. Opisuju pomo i podrku u roditeljstvu koja je dostupna u
zajednici, a odgajatelj je prua informirajui i savjetujui roditelja pa se naziva Faktor
informiranja i savjetovanja o resursima zajednice.
Suvremena paradigma trai od odgajatelja kompleksna znanja i visoko die ljestvicu
oekivanja od odgajatelja. On vie nije zatvoren u sobi dnevnog boravka s djetetom, nego se
oekuje da djeluje u irem kontekstu zajednice, da posjeduje informacije o svim resursima
zajednice koji roditelju mogu pomoi u odgoju djeteta. Tako odgajatelj roditelju moe ukazati
na razliite udruge, aktivnosti ili strunjake koje mu mogu pruiti potrebnu podrku. Iako su
danas roditelju mnoge informacije dostupne u razliitim medijima (tisak, televizija, internet),
potrebno je provjeriti kvalitetu. Struna znanja odgajatelja omoguuju mu kritiku procjenu
dostupnih oblika podrke u zajednici za razvoj pozitivnog roditeljstva. Podrka roditeljima nudi
se u sektoru zdravstva, centrima za socijalnu skrb, obiteljskim centrima i organizacijama
civilnog drutva. Penik (2013) daje prikaz i analizu stanja, prijedloge za unaprjeenje
postojeih i uvoenje novih usluga (rane) pomoi roditeljima/obiteljima te naglaavaju vanost
poveanja informiranosti roditelja o dostupnoj podrci/uslugama i odgovornom roditeljstvu.
Prijedlozi za poboljanje postojeeg sustava usluga rane pomoi obitelji ukljuuju i one koji se
odnose na dostupnost informacija, tj. na informiranje o dostupnoj podrci roditeljima/obiteljima
u mjestima njihovog boravka. Uz informiranje roditelja o dostupnoj pomoi, odgajatelji,
takoer, mogu potaknuti roditelja da potrae potrebnu pomo. Prisutno je to osobito u
obiteljima koje se suoavaju s brojnim stresnim situacijama u ranom razvoju djece kao to su
nedovoljna stambena i obiteljska sigurnost, nasilje i drugi (Swick i Williams, 2006).
U zajednici se neprestano odvijaju razliite aktivnosti i vano je da odgajatelj ima
informacije o dogaanjima, novostima i mogunostima koje lokalna zajednica nudi obiteljima.
U zajednici se odvijaju razliite manifestacije iz kulture i umjetnosti, sporta i obrazovanja
(izlobe, smotre, prezentacije, promocije, predavanja, predstave...) koje mogu biti zanimljive i
korisne roditelju i/ili djetetu. Neke od njih organizira lokalna zajednica, neke su gostujue, a
neke organiziraju i provode djeca i odgajatelji, odnosno, vrti. Vrti ne bi trebao biti izoliran, a
od iznimne je vanosti razviti osjeaj zajednitva, povezanosti zajednice i ustanova ranog
odgoja i obrazovanja. Europske strategije predstavljaju koncept zajednitva, istraujui ulogu
odgojno-obrazovnih djejih slubi u razvijanju i poticanju djetetova osjeaja pripadnosti i
razumijevanja vlastitog identiteta. Postoje brojni primjeri uenja u zajednici iz zemalja
Europske unije i Novog Zelanda (Cohen, 2010). Nacionalni modeli odgoja i obrazovanja i
zakonodavstvo koje ih odreuje esto su razvijani prema potrebama urbanih podruja.
Novozelandski glavni odgojni koncept ukljuuje obitelj kao cjelinu, njezine pojedine lanove
te iru obitelj, a za djecu eli izboriti povratak i ouvanje kulture, povijesti, identiteta,
samopotovanja i osjeaja pripadnosti zajednici. Iskustva iz Norveke pokazuju pristup uenju
koji koristi lokalne gospodarske aktivnosti. Takoer, razvija se svijest o povijesti i kulturi
lokalne zajednice, a sva se znanja prenose na djecu kako bi ih uinkovitije primjenjivali u
ivotu. Suprotno tome, u Danskoj nastoje djeci iz urbanih sredina omoguiti doivljaj prirode i
sela. Pristupi su razliiti, ali je cilj isti: kompenzirati zatvorenost, strukturiranost i kontrolu
ustanova ranog i predkolskog odgoja i obrazovanja i fiziko suavanje djejeg svijeta u
modernim, industrijaliziranim drutvima i postii da razviju povezanost sa susjedima i
lokalnom zajednicom, da dopuste ivotu da ue u njih (Cohen, 2010). Svijest o vanosti
ukljuivanja u lokalnu zajednicu i bliske povezanosti s njom raste i u Hrvatskoj. Vrtii se
moraju povezivati sa zajednicom, a odgajatelj ima vanu ulogu u razvoju aktivnosti koje
pridonose razvoju osjeaja pripadnosti. Neprestano se mora informirati o uslugama i
dogaanjima koja postoje u zajednici, kako bi o njima mogao obavijestiti roditelje. Poeljno je
da bude u tijeku s promjenama, inicira, provodi i prezentira ih roditeljima.
Kvalitetno provoenje slobodnog vremena djece i roditelja razvija povezanost, jaa
roditeljske kompetencije i mogunost da dijete dodatno razvija svoju kreativnost, znanja i
vjetine. Odgajatelj moe pomoi prijedlozima imajui u vidu osobine, sklonosti i razvojni
status svakog pojedinog djeteta, preferencije obitelji i mogunosti zajednice. Konvencija o
pravima djeteta priznaje pravo na slobodno vrijeme kao jedno od razvojnih prava (uz pravo na
obrazovanje, igru i kulturne aktivnosti). Slobodno vrijeme je znaajan dio ivota svakog djeteta
koje se odvija nakon obveza koje izvri u koli, drugim institucijama i obiteljskom domu, a
osnovni cilj mu je da se dijete zabavi i odmori, a daje i mogunost i spontanog uenja u skladu
s vlastitim interesima i motivacijom (Miharija i Kurida, 2009). S obzirom na to da djeca
prolaze intenzivno razdoblje socijalizacije i da na vanosti dobivaju svi mogui utjecaji, jako
je vano ime e i kako slobodno vrijeme biti ispunjeno i tko e na to utjecati. Izbor aktivnosti
ovisi o nizu subjektivnih okolnosti (drutveni status roditelja, osobno obrazovanje, sposobnosti
i navike) i objektivnih okolnosti (okolina, postojea ponuda i dostupnost sadraja). Nain
provoenja slobodnog vremena djece uvelike je podloan utjecajima okoline pa tako i masovnih
medija na koje se djeca brzo navikavaju i koji su prisutni u njihovim ivotima od najranije dobi
(Miharija i Kurida, 2009).
Djeca osnovnokolske dobi i mladi najvie i najradije slobodno vrijeme provode u
izlascima i druenju s vrnjacima, gledanju televizije, igranju raunalnih igara te bavljenju
sportom dok manji broj njih ide na zbor, plee, svira neki instrument ili ui strane jezike, kao
to i rijetko odlaze u kino, kazalite i na koncerte (Miharija and Kurida, 2009). Podataka o
provoenju slobodnog vremena predkolaca nema, a oni bi se svakako razlikovali s obzirom na
dobne razlike. Istina je da odrasli moraju uvaavati miljenja i potrebe djece, ali trebaju uvijek
imati na umu da su odgovorni za dobrobit djeteta, a ne ispunjavanje njegovih elja. To znai da
treba ograniiti vrijeme gledanje televizije, raunalnih igara, a poveati vrijeme za kreativne,
umjetnike, kinezioloke aktivnosti i igre na otvorenom. Dunost je odgajatelja da to sugerira
roditelju ukoliko primijeti da dijete neprimjereno provodi slobodno vrijeme.
Odgajatelj ima znanja iz podruja djeje knjievnosti i upoznat je s kvalitetnom
literaturom za djecu. Uz praenje noviteta, moe roditelju predloiti knjige i slikovnice koje su
primjerene i poticajne za njegovo dijete. Isto vrijedi za odabir kvalitetnih, estetski i didaktiki
vrijednih igraaka. Postavlja se i pitanje odabira televizijskih i video sadraja, duljine vremena
provedenog pred ekranima i nainima na koje se ono provodi (npr. dijete predkolske dobi
ne bi trebalo neki sadraj gledati bez roditelja s kojim ga moe podijeliti, protumaiti i
komentirati). Predlaganje od strane odgajatelja ne smije biti nametljivo, ali odgajatelj ima na
raspolaganju razliite mogunosti: od neformalnih razgovora, odgovaranja na upite do
tematskih roditeljskih sastanaka na temu odabira kvalitetne literature, igraaka, znaenja i
proslave djejih roendana i sl. Roditelji se sve vie interesiraju i za literaturu o djeci. U poplavi
raznih knjiga, tekstova, asopisa i internetskih izvora, roditelju moe biti vrlo teko prepoznati
to je pedagoki vrijedno, a to trivijalno i populistiki. Razliita miljenja i informacije
izazivaju nesigurnost roditelja koji bi htjeli za svoje dijete initi najbolje to mogu. Odgajatelj
moe pomoi predlaui roditelju kvalitetnu literaturu te pouzdane i korisne internetske
linkove.
Zakljuno, u ostvarivanju roditeljske uloge roditelji mogu koristiti dostupne resurse
zajednice za razvoj intelektualnih, emocionalnih i materijalnih kapaciteta, a odgajatelji im
prema nalazima ovog istraivanja u velikoj mjeri pomau u tome. Sukladno istraivanju,
odgajatelji su roditeljima najpoeljniji izvor savjetodavne podrke, nakon ue i ire obitelji i
pedijatra.
U okviru ovog istraivanja, ispitano je i zadovoljstvo roditelja suradnjom s
odgajateljima. Roditelji su zadovoljni suradnjom s odgajateljima koja se odvijala kroz
roditeljske sastanke, individualne konzultacije, radionice, sveanosti, izlete i volontiranje u
skupini (Skoi Mihi i Sria, u recenzijskom postupku).
Kako bi se utvrdilo postoji li povezanost izmeu faktora Skale odgajateljeve podrke
roditeljima informiranjem i savjetovanjem sa faktorom Skale zadovoljstva suradnjom s
odgajateljima izraunat je Pearsonov test korelacije. Utvrena je statistiki znaajna pozitivna
povezanost vie razine pruenih informacija i savjeta o djetetu (r=,419***) i resursima u
zajednici (r=,,392***) od strane odgajatelja sa zadovoljstvom roditelja suradnjom s
odgajateljima. Odgajatelj, kao profesionalac, ima odgovornost inicirati suradnju potujui
etike zahtjeve, kao to su povjerljivost, skromnost, potovanje i uvaavanje i pokazujui
iskrenu (nikako lanu) empatiju, zainteresiranost, autentinost i upornost, bez nametljivosti.
Odgajatelj promilja i kreira kontekst u kojem e se roditelj osjeati prihvaenim i dobrodolim,
na mjestu na kojem mu mogu i ele pomoi savjetima i informacijama. Imajui na umu da se
most gradi s obje strane, za oekivati je da e roditelj prihvatiti nastojanja odgajatelja kao
poziv na suradnju. Roditelji, ispitanici ovog istraivanja, izvjetavaju da od odgajatelja
dobivaju primjene informacije i savjete to se prepoznaje kao spremnost na suradnju i povezuje
s visokom razinom roditeljskog zadovoljstva pruenom podrkom.
Zakljuak
Ustanove ranog i predkolskog odgoja i obrazovanja imaju zakonsku obvezu
usklaivanja sinergijskog djelovanja obiteljskog i institucionalnog odgoja. Suvremeni
odgajatelj uz poeljne osobine linosti treba posjedovati brojne kompetencije koje zahtijevaju
i kompetencije za rad s roditeljima i zajednicom. Savjetovanje roditelja provodi u djejem vrtiu
individualnim razgovorima u cilju djetetove dobrobiti. Uspostavljanjem partnerskih odnosa,
odgajatelj upoznaje obiteljski kontekst, a roditelj ostvaruje potrebnu podrku roditeljstvu koje
je u dananje vrijeme optereeno brojnim izazovima. Roditelji percipiraju odgajatelje
profesionalcima koji im u potpunosti pruaju potrebne informacije i savjete o djetetovom
sudjelovanju u odgojno-obrazovnom radu, a u veoj mjeri i informacije o podrci u zajednici.
Openito su zadovoljni suradnjom s odgajateljima koja je povezana s podrkom koju im
odgajatelji pruaju u roditeljstvu. Odgajatelju su potrebne vjetine savjetovanja kako bi pruao
podrku roditeljima u njihovoj odgojnoj ulozi svojim profesionalnim znanjima o razvoju
djeteta. Razvoj savjetodavnih vjetina u razvoju partnerskih odnosa s roditeljima nije stvar
osobnog izbora i dobre volje, nego obveza kompetentnog odgajatelja od koje koristi imaju svi
sudionici odgojno-obrazovnog procesa, prvenstveno dijete, potom roditelji i sam odgajatelj.
Sukladno ranijim istraivanjima, roditelji odgajatelje percipiraju profesionalcima koji
im pruaju znaajnu podrku u roditeljstvu informiranjem i savjetovanjem u svezi razvoja i
odgoja djeteta i mogunostima, dogaanjima i aktivnostima u zajednici. Stoga je neophodno
osigurati stjecanje kompetencija za savjetovanje roditelja tijekom inicijalnog obrazovanja, kao
i tijekom trajnog profesionalnog razvoja.

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