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Prispevek skozi različne modele predšolske vzgoje in različne vzgojne pristope ter formalne okvire analizira pomen, vlogo in načine sodelovanja med starši in vrtcem. Skozi vzgojne pristope je analizirano, kako sodelovanje vpliva na izvajanje predšolske vzgoje v alternativnih vzgojnih pristopih, kot so: waldorfski, montessori in reggio, ter v slovenskih javnih vrtcih. Avtorici predvidevata, da različni vzgojni pristopi na področju predšolske vzgoje različno pojmujejo pomen in vlogo sodelovanja s starši, ter sklepata, da obstajajo različni modeli sodelovanja, ki jih prikažeta skozi teoretsko analizo omenjenih alternativnih predšolskih pristopov ter skozi rezultate nekaterih raziskav, izvedenih v slovenskem prostoru za javne vrtce. Rešitev vidita v partnerskem odnosu med starši in vzgojno-izobraževalno ustanovo. Bistvo partnerskega sodelovanja je v izpostavljanju podobnosti in razlik ter prepoznavanju močnih področij – staršev in strokovnih delavcev vrtca. Po njunem mnenju partnerstvo spodbuja deljeno zavezanost za kakovostno realizacijo vzgojno-izobraževalnih ciljev, oblikuje etos razumevanja in odprtosti v odnosu med vsemi akterji v procesu vzgoje in izobraževanja predšolskih otrok. This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementioned alternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education of preschool children. |
