Tėvų, kaip socialinių partnerių ir bendruomenės narių, vaidmenys ir jų raiška ikimokyklinėje įstaigoje

LTStraipsnyje aktualizuojamas šeimos ir ikimokyklinės įstaigos bendradarbiavimas, būtinybė stiprinti tėvų dalyvavimą bendruomenės veikloje, siekiant vaikų gyvenimo, jų ugdymo(si) kokybės. Aptariamas socialinės partnerystės teorijoje išryškintas institucinis lygmuo, kuriame tėvai apibrėžiami kaip vidiniai socialiniai partneriai, akcentuojant partnerystei būdingus veiksnius ir atliekamus vaidmenis. Analizuojami ugdymo dalyvių – ikimokyklinių įstaigų pedagogų ir vaikų tėvų – atliekami vaidmenys bendradarbiavimo procese, pristatomos pedagogų ir tėvų nuomonės apie problemas, su kuriomis susiduriama siekiant veiksmingesnio tėvų įsitraukimo ir vaidmenų realizavimo bendradarbiaujant su ugdymo įstaiga, kas įgalintų prognozuoti pedagoginės veiklos nagrinėjamoje srityje tobulinimo aspektus. [Iš leidinio]Reikšminiai žodžiai: Bendradarbiavimas; Ikimokykinis ugdymas; Ikimokyklinės įstaigos bendruomenė; Tėvai, kaip socialiniai partneriai; Tėvų vaidmenys ikimokyklinės įstaigos bendruomenėje; Tėvų vaidmenys įstaigos bendruomenėje; Tėvų vaidmenų raiška; Švietimo įstaigos bendruomenė; Community of a pre-school; Cooperation; Educational institutions community; Manifestation of the role of parents; Parents as social counterparts; Parents as the social partners; Pre-school institution community; Preschool education; Roles of parents in community; The role of parents as a social partner.

ENThe paper deals with home-preschool institution collaboration by placing emphasis on parental involvement seeking to improve the quality of children’s life and education. The theory of social partnership defines parents as an internal social partner of an institution. The aim of the study was to identify and compare the opinion of teachers and parents about the role of parents as a social partner of a pre-school education institution and/or community member. 80 pre-school teachers and 114 parents were surveyed. 96 The majority of the respondents noted that parents sponsor various events, assess activities, educational content, etc. The majority of the surveyed teachers and a big part of the surveyed parents were of the opinion that parents are rarely involved in the decision-making process, help the teacher organize educational activities, rarely (or never) take an active part in developing activity programmes, the institutional strategy, rarely come up with ideas for (extra) curricular activities, volunteer, etc. A big part, even one-third, of the surveyed teachers thought that parents are passive observers. Both, the surveyed parents and teachers, noted that parents lack information about pre-school education, are rather indifferent to information about the life and needs of the institution, events, meetings, presentations, festivals, projects, etc.The respondents focused on parental engagement, they stated that activities and results should be discussed together, parents’ opinion should be taken into account, home-school communication should be improved. The majority of the surveyed parents noted that they trusted the educators and had no doubt about their competence. It was found that parents played a more important role as a social partner of an institution than as a community member. The opinion of the surveyed about home-preschool institution collaboration was analysed with the aim to improve the quality of education provided by preschool institutions. [From the publication]