| Abstract [eng] |
Master thesis dealt with the family and pre-school teacher collaboration. Co-operation - a complicated and different pre-school teachers and families understand the process. Families and teachers are two forces, most came near the child, and acting on one another. Studied pre-school teacher and a family approach to development cooperation. Investigation. Pre-school teacher and family development cooperation. Hypothesis. It is likely that pre-school teachers and families of different approaches to collaboration, which complicates the optimization. The study goal - clarify the pre-school teachers and families, co-development opportunities. Objectives: 1st Analyze the concept of cooperation, and the factors influencing its significance. 2nd Highlight pre-school teachers 'and parents' cooperation in the relevance of the problem. 3rd Empirical study to identify differences in pre-school parents and teachers approach to the cooperation of its significance. 4th To investigate the family and pre-school teachers' co-features. 5th According to sources, the theoretical analysis and empirical study to provide guidelines for parents and pre-school teachers' co-optimization. The study methodology. The study is based on constructive interaction theory (Beetles - Gudaitis, 1987), which allows a better understanding of family and teacher education institutions function on the basis of constructive communication. Under this principle highlights the interaction (family - teacher), equality of each member of the same value. And a survey of the organization. The study included 147 Siauliai attending pre-school institutions for children, parents (guardians) and 55 of pre-school teachers. Respondents to the questionnaire designed to reveal the parents and pre-school teachers' approach to development cooperation. Conclusions. Teachers and parents supports the co-operation for. However, it is noted that parents consider themselves to be less than the teacher responsible for co-development and optimization. The current situation between teachers and parents are in favor of the family, however, does not sufficiently focus on cooperation. Teachers are expressing the opinion that collaboration is very necessary, take over their own initiative, provides opportunities for developing cooperation. Structure: The work consists of a summary of the summary, introduction, section 2, conclusions, recommendations, references and annexes. Master thesis presented in Table 6, 15 paintings. The total volume of 74 pages. |
