| Abstract [eng] |
Pre-school work implements family’s education: expands child’s experience allowing him to live in a small community; helps child learn traditional values of society, foster them in a kindergarten cultural life; contributes to child to show and develop his abilities; provide qualified pedagogical assistance. Successful cooperation between parents and pre-school teachers is a crucial assumption for education quality. Although parents and teachers co-operation is generally recognized by scientists and this co-operation is emphasized in education policy documents, but promoting it can not always succeed. It is not a natural and easy process. When close family communication transfers into pre-school society which is changeable and consists of various cultures, communication becomes complicated. In present-day mobile world it is unlikely that parents and pre-school teachers have the same values and beliefs, so the problems encountered when co-participants, having appealed to their prejudice and distrust, underestimate the benefits of this process. The main responsibility for developing successful communication lies with pre-school, which chooses communication model according to parents’ attitudes, needs and social status. The main object of the research paper is commutation between pre-schools and parents. The main task of the present paper is to analyze features of successful preschool co-operation with parents. The methods of research are: mass research method (staff of pre-schools and parents). This method was chosen in order to obtain sufficient information to analyze the topic. The research instrument- questionnaires to parents and kindergarteners were made after reviewing scientific literature and documents regulating communication and information. 12 Panevezys pre-schools teachers and parents were questioned. The data corpus consists of 302 respondents. 100 (33, 1%) parents and 202 (66, 1%) pre-school teachers were questioned. To achieve the objectives stated above, the following methods were applied: research of scientific literature, analysis of documents, questionnaires and descriptive statistical analysis of revealed that the success of communication depends on the cooperation of parents and pre-school teachers, recognition of cultural differences, respect and self- confidence. Cooperation initiative depends on pre-school teachers. They are more responsible for communication success, creating appropriate conditions for parents’ active involvement into the life of pre-school. The research found that parents and educators recognize the benefits of cooperation and the importance of children's educational process improvement. It is agreed that cooperation help both sides to know child better. Parents agreed that they could be initiators of communication, but they give more power to pre-school educator, whom they respect the most and usually interact. Educators note that the main participants in communications are parents while the other members of the family participate in life of pre-school very rarely. The research hypothesis was confirmed. Pre-school teacher is the most important in organizing communication between pre-school and parents. Parents are not active enough in this commutation. Both sides want to sort out communication problems and successfully work together. |
