Browsing by Author "Bercnik, Sanja"
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- Slovene and Portuguese pre-school teachers about collaboration with parentsPublication . Devjak, Tâtjana; Castanheira, Luis; Bercnik, SanjaThe objectives and strategies of collaboration between parents and pre-school teachers depend on how collaboration is defined at the level of pre-school insti- tutions. In Slovenia, collaboration between parents and pre-school teachers is determined by a formalized framework and legislation (Kindergarten Act, 1996; Organization and Financing of Education Act, 1996; Kindergarten Curriculum, 1999); in our view, individual articles therein already contain parts of partner co- operation policies. Similarly, the pre-school education in Portugal has grasped a sense of support and social assistance to families (Framework Act – Law n. 5/97, of February 10 Art. 4). The purpose of this paper is to compare the views of the Slovenian and Portuguese pre-school teachers on the importance of collaborationwith parents, whereby it highlights some personal views of pre-school teachers onvarious ways of collaboration with parents, parental influence on the life and work of the pre-school institution, and the competencies of the pre-school teachers regarding their collaboration with parents. The research conducted in 2017 in Slo- venia and Portugal (N=386) showed that the Slovenian and Portuguese pre-school teachers were aware of the importance of sharing their responsibilities and powers with parents, although the formal aspects of collaboration (Parents’ Council and Public Kindergarten Council) are more clearly defined in the Slovene legislation; consequently, in Slovenia parents can more effectively express their comments and proposals for kindergarten work via their representative in the Parents' Council, and those proposals are considered and decided on.
- Slovenian and Portuguese preschool teachers: the importance of cooperation with parentsPublication . Castanheira, Luis; Devjak, Tâtjana; Bercnik, SanjaThe objectives and strategies of cooperation between parents and preschool teachers depend on how the cooperation is defined at the preschool institution level. In Slovenia, the participation between parents and preschool teachers is determined by a formalized framework and legislation, whose individual articles already contain parts of partner cooperation policies. According to the principle of cooperation with parents, written in the Curriculum for kindergartens, published in 1999, the parents have not only the right to information about the programs and their child, but also the right to participate in the design of life and work in the preschool institution and even the right to actively participate in the educational work. Similarly the preschool education in Portugal has assumed a sense of support and social assistance to families and it is the parents and guardians’ duty to participate in the preschool education institutions’ boards through elected representatives or representative associations; to develop a relationship of cooperation with educators within a formative perspective; to give an opinion regarding the working hours of the preschool education institution and to participate, on a voluntary basis and under the institution’s pedagogical board’s guidance, in entertainment and assistance activities. The purpose of this paper is to compare the views of Slovenian and Portuguese preschool teachers on the importance of cooperation with parents especially focusing on some of the personal views of preschool teachers towards different ways of cooperation with parents; towards parental influence on the life and work of preschool institution and towards their competencies regarding cooperation with parents. In the research carried out in 2017 in Slovenia and Portugal (N=386) we applied 100 questionnaires in Portugal and 286 in Slovenia. It has shown that Slovenian and Portuguese preschool teachers are aware of the importance of sharing responsibilities and powers with parents, although formal aspects of cooperation (council of parents and council of public kindergarten) are clearly defined in Slovenian and Portuguese legislation and therefore parents can more effectively communicate their comments and suggestions on the work of kindergarten via their parents’ representative in the council of parents.