Bendradarbiavimas su tėvais ir jų įtraukimas į ugdymo procesą ikimokyklinio ugdymo įstaigoje

LTStraipsnyje aktualizuojamas šeimos ir švietimo įstaigos bendradarbiavimas, būtinybė stiprinti tėvų įtraukimą į ugdymo procesą, kaip būtina sąlyga, padedanti užtikrinti kokybiškesnį priešmokyklinio amžiaus vaikų ugdymą. Aptariamas tėvų su švietimo įstaiga bendradarbiavimas teorijoje bei išryškintas tėvų įtraukimas, padeda atskleisti partneriškus santykius tarp tėvų ir pedagogų, pagrįstus konstruktyviu dialogu, tarpusavio pasitikėjimu, supratimu, žinių dalijimusi. Priešmokyklinio ugdymo pedagogams buvo pateikti klausimai apie bendradarbiavimo formas, būdus su tėvais, padedančius juos įtraukti į ugdymo procesą, tėvų dalyvavimo tiesioginėse ugdomosiose veiklose svarbą vaiko raidai. Tyrimo rezultatai atskleidžia, jog tėvų informavimas išlieka labiausiai įprasta bendradarbiavimo forma, bet jie yra skatinami dalyvauti dialoge, būti aktyviais ugdymo proceso dalyviais. Apklausos duomenys liudija, kad pedagogai menkokai vertina savanorišką tėvų veiklą, kuri šiuolaikinėje švietimo įstaigoje nėra populiari.Tėvų dalyvavimas tiesioginėse ugdomosiose veiklose turi įtakos vaiko socialinei raidai, padeda jam geriau pažinti artimiausią aplinką, šeimą, susikaupti, teigiamai veikia ugdymosi pasiekimus ir pažangą, tačiau priešmokyklinio amžiaus vaikams sudėtinga būti geranoriškiems, tolerantiškiems, išreikšti savo emocijas ir valdyti impulsu; kartu konstatuojama, kad vis dar aktuali problema išlieka menkas tėvų įtraukimas, kaip ugdymo proceso partnerių, į ugdymo procesą. Reikšminiai žodžiai: bendradarbiavimas, partnerystė, tėvų įtraukimas. [Iš leidinio]

ENThe role of collaboration between the educational institution and family is becoming increasingly more relevant in contemporary pedagogical, psychological literature and in practice, in search of various forms of collaboration that would enable parents to be involved in direct educational activities and help to understand the importance of this process for the development of the child. The challenge of the modern family is to be engaged, interested, searching for interesting ways of spending time sharing educational experiences with each other and with others. The pre-school education curriculum (2014) highlights the main goals and objectives emphasizing collaboration between the educational institution and parents (guardians), which is focused on parental involvement: to ensure positive, trustworthy and respectful, targeted collaboration between children, pre-school education teachers, parents (guardians), employees of each school and any other educational provider, and other persons implementing the curriculum. Flexible forms of parenting information, inclusion in the life of the institution strengthen mutual understanding, facilitate the work of teachers, and provide useful knowledge for both parties. According to Valantinas, Čiuladienė (2012), methods and forms of work with parents, which are seen by scientists only as an invitation to parental involvement in the education of their children, dominate in Lithuanian kindergartens. Parental involvement in child development is a complex phenomenon. Is noted that parent-teacher cooperation is often formal, one-way Research problem. In particular, it is not only important to engage parents in the education of children, but also the way how they are involved and engage. The research problem is elaborated by raising the following questions: how and what forms of cooperation I used to involve parents by the pre-school education teachers in the educational process?.How does the involvement of parents in the educational process affect the social, emotional development of a child of pre-school age? The research aim is to identify the peculiarities of cooperation with parents and their inclusion in the educational process in a pre-school educational institution. The research methods: 1) literature review, 2) a written survey using standardized questionnaire, analysis of statistical data. Statistical analysis was carried out by using the SPSS Windows 20.0. Research methodology. The study was conducted in 2017-2018. The study sample was the targeted and convenient. The research involved 87 pre-school education teachers. Material and methods. A written survey using standardized questionnaire. The questionnaire consisted of 24 statements. Evalution was carried out according to Likert scale. Based on the results of the written Shamir, it was found that successful cooperation of parents and their inclusion in the educational process is determined by their attendance of parent meetings, individual discussions of teachers and parents, various information provided that allows them to participate in various activities organized by educational assistance specialists in the field of education. These forms allow parents to share their experiences, find out the strengths and difficulties of raising a child, while in educational activities, they demonstrate joy and encourage the child to participate more actively in activities. Least of all educators agree with the statement that educational institution encourages volunteering of parents.The questionnaire of teachers has revealed that the participation of parents in educational activities encourages the child's creativity, positively influences progress and achievements, encourages knowledge and concentration, but it is more difficult for children to be benevolent, tolerant, express their emotions, and manage impulses. Pre-school education is a connecting stage of pre-school and primary education, and therefore, readiness the child's preparation for studying under the primary education curriculum depends on the involvement of parents in the educational process, among other things. Keywords: collaboration, partnership, involvement. [From the publication]