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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.
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%.
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%.
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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obrazovnih znanosti Uloga istraivanja u obrazovnim promjenama, Zagreb: Centar za
poslijediplomske studije Sveuilite u Zagrebu, 65-66. https://bib.irb.hr/prikazi-
rad?&rad=726377
Seplocha, H. (2004). "Partnerships for Learning: Conferencing with Families, Family Ties,
Young Children, 59 (5), 9699. http://families.naeyc.org/learning-and-development/child-
development/parent-teacher-conferences#sthash.KYmhDF2O.dpuf
Valjan-Vuki, V., eko Jurii, S. Mioi, M. (2011). Razvijanje kulture predkolske ustanove
zajednikim djelovanjem roditelja i odgojitelja [Developing a culture of preschool institution
by joint action of parents and educators], Magistra Iadertina, 6/6, 83-98.
Odgajateljeva podrka u roditeljstvu i roditeljsko zadovoljstvo
suradnjom
Marica Tadi
Djeji vrti Sunce
maricatadic@hotmail.com
Suzana Sria
Djeji vrti Rijeka
suzana.srica@gmail.com
Saetak
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.
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.
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
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