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Orientador(es)
Resumo(s)
The 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.
Descrição
Palavras-chave
Pre-school teachers Parents Partnership Life and work of the pre-school institution
Contexto Educativo
Citação
Devjak, Tâtjana; Castanheira, Luís; Bercnik, Sanja (2018). Slovene and Portuguese pre-school teachers about collaboration with parents. In Answers and innovations in pre-school education in Portugal and Slovenia. Bragança: Instituto Politécnico. p. 45-73. ISBN 978-972-745-239-2