Áherslur og valdatengsl í samstarfi starfsfólks og foreldra í leikskólum
| Autor: | Jónsdóttir, Arna H., Einarsdóttir, Jóhanna |
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| Přispěvatelé: | Menntavísindasvið (HÍ), School of education (UI), Háskóli Íslands, University of Iceland |
| Jazyk: | islandština |
| Rok vydání: | 2017 |
| Předmět: | |
| Popis: | Niðurstöður fjölda rannsókna benda til þess að samstarf starfsfólks leikskóla og foreldra auki öryggi og vellíðan barnanna og efli nám þeirra. Í Aðalnámskrá leikskóla frá 2011 er lögð áhersla á lýðræðislegt samstarf á jafnréttisgrundvelli milli foreldra, starfsfólks og barna um þátttöku í gerð skólanámskrár, starfsáætlun og mati. Jafnframt kemur fram að leikskólakennarar skuli vera leiðandi við mótun leikskólastarfsins. Markmiðið með rannsókninni sem hér er greint frá var að skoða áherslur og valdatengsl í samstarfi foreldra og starfsfólks og bera það saman við hugmyndir um fagmennsku leikskólakennara. Jafnframt var stefnt að því að skoða samstarf við foreldra af erlendum uppruna. Gögnum var safnað með rýnihópaviðtölum við foreldra barna í fimm leikskólum og í kjölfarið ræddu leikskólakennarar og leikskólastjórar álit og upplifun foreldranna í rýnihópi. Niðurstöður benda til þess að samstarf starfsfólks og foreldra fari fram eftir bæði lóðréttum og láréttum brautum. Áherslur í fagmennsku leikskólakennara virðast því bæði vera hefðbundnar, þar sem leikskólakennarinn lítur á sig sem sérfræðing við mótun leikskólastarfs og skólanámskrár, og lýðræðislegar, þar sem meira er horft til þekkingar foreldranna þegar einstök börn eiga í hlut. Foreldrarnir sögðu að ef allt gengi vel og ekki kæmu upp vandamál skiptu þeir sér lítið af starfinu. Þeir mátu sérfræðiþekkingu leikskólakennara mikils en sögðu að tíð starfsmannaskipti hefðu veruleg áhrif á samstarfið. Starf foreldraráðs var fremur óljóst í hugum samstarfsaðila og það virtist vera látið nægja að skólanámskráin væri þar til umfjöllunar. Rafræn samskipti milli leikskóla og foreldra höfðu aukist og þar var leikskólakennarinn í hlutverki þess sem upplýsir og miðlar. Þegar horft er sérstaklega til samstarfs starfsfólks leikskóla og foreldra af erlendum uppruna, þá virtust þeir oft vera einangraðir og skorta þekkingu á ýmsu því sem íslenskir foreldrar þekktu nokkuð vel. Leikskólakennarar leituðu árangursríkra leiða til að vinna með þeim en sögðu að tungumálakunnátta stæði oft samstarfi fyrir þrifum. The aim of this research was to shed light on priorities and power relations in cooperation between parents and educators. Furthermore, emphases in cooperation and relations were explored with the concept of professionalism of preschool teachers in mind. Special focus was also placed on parents of foreign origin. The partnerships between educators and parents in preschools and how these are constructed are among the elements expected to predict the quality of preschool activities, and thus seen as highly important (Urban, Vandenbroeck, Peeters, Lazzari and Van Laere, 2011). In a partnership, trust and respect are embedded, as are two-way communication, an equilibrium in regard to power, and shared decision-making (Chan and Ritchie, 2016). Both partners in the relationship are seen as experts, although each type of expertise is different, and both partners have responsibilities. The findings of numerous researches reveal that cooperation between parents and educators enhances children’s sense of security, their well-being, and their learning. The 2011 Icelandic National Curriculum Guide for Preschools (Aðalnámskrá leikskóla, 2011), emphasises democratic cooperation built on terms of equality for parents, educators, and children; all of whom participate in developing the school curriculum, planning, and evaluating learning. Furthermore, it is noted that preschool teachers should lead the development of pedagogy and education. These concepts can possibly be seen as contradictory. When findings of Icelandic research are explored, it can be seen that parents value numerous daily conversations regarding their child when they deliver him or her to school in the morning and pick their child up in the afternoon. They are also highly satisfied with parent–teacher interviews once or twice a year (Anna Magnea Hreinsdóttir and Jóhanna Einarsdóttir, 2011; Bryndís Garðarsdóttir and Jóhanna Einarsdóttir, 2007). Moreover, they seemed to be content with their child’s preschool in general. Their partnership with teachers has thus been implemented through various events and meetings organised by the preschools. In Finland, Alasuutari (2010) found that partnerships with parents could be seen both in vertical and horizontal frames. The former was rather traditional, where the expertise of the professional’s knowledge was estimated to be more meaningful than the parents’ knowledge. The latter was considered to be more on an equal basis, and knowledge about the child was seen to stem from both partners in the relationship. In the Finnish curriculum, this partnership is intended to be on equal terms, but a clear definition of what that means is needed. Data were collected on partnerships between parents and educators of the oldest children in the preschools. Partnership was discussed in focus groups with parents in five preschools, and subsequently focus groups of preschool teachers and head teachers discussed the views and perceptions of the parents. The findings reveal that cooperation of parents and educators can be found in both vertical and horizontal frames and the emphases are similar to those in Finland. The professionals saw themselves as experts relating to the school curriculum and the organisation of the preschool activities, but when the issues were connected to the individual child, the professionals listened to the parents and respected their knowledge about their child. The emphases regarding preschool teachers’ professionalism can thus be seen both as traditional, where they see themselves as experts in constructing the activities and the curriculum for the school, and democratic where there is a stronger focus on the knowledge of the parents when a question about an individual child arises. The parents thought that if everything went well and there were no problems they did not have to act. They thought highly of the expertise of preschool teachers and perceived that constant enrolment of new staff was affecting the cooperation. The operation of the Parents’ council was not clear enough and it seemed that both partners were satisfied that discussions on school curricula were only conducted there. Providing information to parents via the Internet (Facebook, emails, Instagram, etc.) was common in all the preschools, but parents and educators had different opinions about the best way to reach parents via the net. In a way, the preschool teachers seemed a little insecure, wondering when enough information had been provided, but they continued to inform parents since they had been criticised for not doing so. As for parents of foreign origin, they appeared to appreciate daily cooperation and contact. They seemed isolated and lacked knowledge of procedures which Icelandic parents readily understood. The preschool teachers tried to find successful ways of cooperating with them, but often the language was a hindrance. |
| Databáze: | OpenAIRE |
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