Šeimos ir ikimokyklinių ugdymo institucijų bendradarbiavimo įvairovė ugdant vaikų asmenines, socialines kompetencijas /

Pre-primary institutions‘ teachers have to regard parents as equal partners in children education processes and also incorporate children parents into the educational process. This definetely would reduce the „zone of allienation“, help to improve children education. At the same such children features as personal and social competences would be cultivated. The subject of this research is the collaboration of family and pre-primary institution. The aim is to sort out the development of the family and pre-primary institution‘s collaboration while cultivating children social and personal competences. The aim is revealed through the examples, and special tasks, which determined the following structure of the research: at first we defined the meaning of the family and pre-primary institution in the life of a child; secondly, the importance of the above mentioned institutions‘ collaboration was shown; and at last, the diversity of the institutions‘ collaboration contents, forms and methods was indicated while developing children personal and social competences; furthermore, the model of teachers‘ point of view towards the collaboration of those institutions was analysed. The methodology consists of scientific literature analysis, the questionnaire method and the survey data analysis. The analysis of scientific literature suggests that family and pre-primary institution collaboration is inevitable if we want to uphold all children capacities, which are responsible for his/her personal development, integration into society and the success when child starts to attend school. The collaboration also plays a significant role and the most usual parents and pre-primary institution collaboration forms are the folowing: spread of information, common events/occasions, festivals, excursions and also the parental education through the forms of collectivity. The research participants expose that parental reluctance and failure to upbring a child and blaming for this only the pre-primary institution is a common problem, which impede the process of children personal and social competences development. The teachers suggest that it would be really effective if parents participated in the children social and personal competences development process more actively, communicated and consulted with teachers while solving children problems, seeked more from theirselves, were more critical towards their own impact on children social and personal development instead of only blaming pre-primary insitutions, which, definetely, are also responsible for this. While parents revealed that they also want to communicate and co-operate with teachers, are for more frequent consultations and meetings, expect more tolerance and as well the individualisation of children education process.

Grantor dc:publisher

Institutional Repository of Vilnius University

Year dc:date

2011

Author dc:creator

• Indrikonienė, Kristina,

Contributors dc:contributor

• Dapkienė, Stasė

• family collaborations ; pre-chool institucions collaborations ; children socila characteristics

Statement dc:rights

• info:eu-repo/semantics/openAccess

Language dc:language

lit

Repository record dc:identifier

https://repository.vu.lt/VU:ELABAETD2032679&prefLang=en_US

OAI identifier oai:identifier

oai:vu.lt:elaba:2032679