Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education
Keywords:
alternative educational concepts, cooperation between parents and preschool institutions, public preschool institution
Abstract
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.
Downloads
Download data is not yet available.
References
Bastiani, J. (1993). Parents as partners. In P. Munn. (Ed.), Parents and schools: customers, mangers or partners (pp. 101–116). London, UK and New York, NY: Routledge.
BatistiÄ Zorec, M. (2003). Razvojna psihologija in vzgoja v vrtcih [Developmental psychology and
education in preschool institutions]. Ljubljana: Institut for psychology of personality.
BerÄnik, S. (2014). Sodelovanje s starÅ¡i kot del vzgojne zasnove javne Å¡ole in vrtca[Cooperation
with parents as part of the schools and preschools educational plan]. Unpublished doctoral dissertation. University of Ljubljana, Faculty of Arts, Slovenia.
Building parent-teacher partnerships (2008). Retrieved from http://www.education.com/reference/article/Ref_Building_Parent/
Cooperation with parents (2010). Retrieved from http://www.montessori.si/hisa-otrok/sodelovanjestarsev
Cooperation with kindergarten (2010). Retrieved from http://www.ursulinski-zavod.si/?subpageid=101
Cotton, K., & Reed Wikelund, K. (1989). Parental involvement in education. Retrieved from http://
www.nwrel.org/scpd/sirs/3/cu6.html
Devjak, T., BerÄnik, S., & Plestenjak, M. (2008). Alternatvni vzgojni koncepti [Alternative educational concepts]. Ljubljana: PedagoÅ¡ka fakulteta.
Devjak, T., & BerÄnik, S. (2009). Including elements of the Reggio Emilia concept in Slovene
curriculum for pre-school education. The learning teacher journal, 3(1), 39–53.
Devjak, T., BenÄina, J., BerÄnik, S., Devjak, S., Jug DoÅ¡ler, A., & LepiÄnik Vodopivec, J. (2010). Pogledi starÅ¡ev in otrok na življenje in delo vrtca [Parents view on life and work in preschool institution]. In T. Devjak et al. (Eds.), PedagoÅ¡ki koncept Reggio Emilia in Kurikulum za vrtce: podobnosti v razliÄnosti (pp. 121–172). Ljubljana: PedagoÅ¡ka fakulteta.
Devjak, T., Skubic, D., Polak, A., & Kolšek, V. (2012). Predšolska vzgoja: od starega k novemu [Preschool education: from old to new]. Ljubljana: Pedagoška fakulteta.
Dolar Bahovec, E., & Bregar GolobiÄ, K. (2004). Å ola in vrtec skozi ogledalo [School and kindergartens through the looking glass]. Ljubljana: DZS.
Duch, H. (2005). Redefining parent involvement in Head Start: A two-generation approach. Early
Child Development and Care, 175(1), 23–35.
Edmunds, L. F. (1992). Umetnost waldorfske vzgoje [The art of waldorf education]. Ljubljana: Kortina.
Golby, M. (1993). Parents as school governors. In P. Munn (Ed.), Parents and schools: customers,
mangers or partners (pp. 65–86). London, UK and New York, NY: Routledge.
Henderson, A. T., & Berla, N. (1994). A new generation of evidence: The family is critical to Student achievement. St. Louis, MO: Danforth Foundation.
HoÄevar, A., & Å ebart, M. (2010). Kurikulum za vrtec vs pedagoÅ¡ki pristop Reggio Emilia: domnevne razlike in podobnosti [Curriculum for kindergartens vs educational concept Reggio Emilia: alleged diferences and similarities]. In T. Devjak et al. (Ed.), PedagoÅ¡ki koncept Reggio Emilia in Kurikulum za vrtce: podobnosti v razliÄnosti (pp. 87–120). Ljubljana: PedagoÅ¡ka fakulteta.
Katz, G. L., & Cesarone, B. (1994). Reflectiones on the Reggio Emilia approach. Urbana, IL: ERIC/EECE a monograph series.
Kordež Demšar, M. (2010). Prvi koraki osnovne šole Montessori [First steps of Montessori school]. Retrieved from http://www.druzina.si/icd/spletnastran.nsf/all/0F167395728E4D7FC12576D4002CFB2
7?OpenDocument
KrofliÄ, R. (2004). Koncept waldorfske pedagogike je lahko nevaren [The concept of Waldorf pedagogy can be dangerous]. Retrieved from: http://24ur.com/servisi/klepetalnice/dr-robi-kroflic-konceptwaldorfske-pedagogike-je-lahko-nevaren.html
KrofliÄ, R. (2010). EtiÄna in politiÄna dimenzija projekta Reggio Emilia [Ethical and political dimension of project Reggio Emilia]. In T. Devjak et al. (Ed..), PedagoÅ¡ki koncept Reggio Emilia in Kurikulum za vrtce: podobnosti v razliÄnosti (pp. 11–66). Ljubljana: PedagoÅ¡ka fakulteta.
Kurikulumu za vrtce [Curriculum for kindergartens] (1999). Ljubljana: Ministry of education and
sports: National educational institute Slovenia.
LepiÄnik Vodopivec, J. (1996). Med starÅ¡i in vzgojitelji ni mogoÄe ne komunicirati [It is not possible not to communicate between parents and preschool teachers]. Ljubljana: Misch, Oblak, Schwarz.
Leseman, P. P. M. (2009). Vpliv najkakovostnejše predšolske vzgoje in varstva na majhne otroke:
pregled literature [The impact of the highest quality early childhood education on children: literature review] In Predšolska Vzgoja in varstvo v Evropi: odpravljanje socialnein kulturne neenakosti (pp.15–43). Ljubljana: Ministry of education and sport.
Lilliard, P.P. (1973). Montessori, a modern approaach. New York, NY: Chochen books.
Macbeth, A. (1993). Preconceptions about parents in education: will Europe change us? In P. Munn (Ed.), Parents and schools: customers, mangers or partners (pp. 27–46). London, UK and New York, NY: Routledge.
Medveš, Z. (1992). Aktualnost reformske pedagogike v sodobnih vzgojnih konceptih in njen pomen v razvoju vzgoje in izobraževanja na Slovenskem [Actuality of reform pedagogy in contemporary educational concepts and its significance in the development of education in Slovenia]. In Zbornik referatov, Mednarodni posvet o alternativnih vzgojnih konceptih in znanstveni simpozij o raziskovalnih dosežkih v vzgoji in izobraževanju (pp. 1–14). Maribor: Pedagoška fakulteta.
Meighan, R. (1989). The parents and the schools - alternative role definitions. Educational review, 41(2), 105–117.
Montessori method history (2006). Retrieved from http://rds.yahoo.com/_ylt=A9G_bHPpT_
ZHvV4BCcSjzbkF/SIG=11r763o3f/EXP=1207411049/**http%3A//www.montessorilb.com/history.nxg
Mrvar, P. (2008). Šola, vrtec, svetovalni delavec in starši – vzpostavljanje stika in sodelovalnega odnosa [School, kindergarten, counselor and parents - establishing contact and cooperative relationship]. Sodobna pedagogika, 59(2), 120–141.
Murphy, T. J. (1980). School administrators Besieged: A look at Australian and American education. American Journal of Education, 1(1), 13–29.
Munn, P. (1993). Parents as school board members: school managers and friends? In P. Munn (Ed.), Parents and schools: customers, mangers or partners (pp. 87–100). London, UK and New York, NY: Routledge.
Ngeow Yeok-Hwa, K. (2006). Online resources for parent/family involvement. Educational resource information centre. Retrieved from http://www.education.com/reference/article/Ref_Online_Parent_Family/
Olmstead, P. P., & Rubin, R. I. (1982). Linking parent behaviours to child achievement: Four evaluation studies from the parent education follow-through programs. Studies in Educational Evaluation, 8(3), 317–325.
Raab, C. (1993). Parents and schools: What role for education authorities? In P. Munn (Ed.), Parents and schools: customers, mangers or partners. (pp. 148–168). London, UK and New York, NY: Routledge.
Resman, M. (1992). Obrati v »filozofiji« sodelovanja med šolo in domom [Establish the “philosophy†of cooperation between school and home]. Sodobna pedagogika, 43(1-2), 28–39.
Resman, M. (1992). Å ola, uÄitelji, starÅ¡i – sodelovanje z razliÄnimi priÄakovanji [School, teachers,
parents - cooperation with different expectation]. Sodobna pedagogika, 43(5-6), 223–235.
Rockwell, E.R., Andre, L., & Hawley, M.K. (1995). Parents and teacher as partners. Issues and challenges. Orlando, FL: Harcourt Brace College Publishers.
Sallis, J. (1988). Schools, parents and governors: A new approach to accountability. London, UK:
Routledge.
Schleicher, K. (1989). Home-school relations and parental participation. In M. Galton (Ed.), Handbook of primary education in Europe. London, Strasbourg: Fulton in association with The Council of Europe.
School connections (2008). Retrieved from http://www.rif.org/parents/school/default.mspx
Serajnik, N. S. (1994). Waldorfska pedagogika [Waldorf pedagogy]. Waldorf school in Ljubljana: Dan.
Steiner, R. (1987). Pogledi waldorfske pedagogike: Prispevki k antropozofskemu uÄenju o vzgoji [Views of waldorf pedagogy: Contributions to anthropospheric education on education]. Ljubljana: DZS.
Vonta, T. (2009). Organizirana predšolska vzgoja v izzivih družbenih sprememb [Organized preschool education in the challenges of social change]. Ljubljana: Pedagoški inštitut.
Waldorf preschool (2010). Retrieved from www.marinwaldorf.org/curr_preschool.htm
Waldorf kindergarten (2010). Retrieved from http://waldorf-gorenjska.si/?WALDORFSKI_VRTEC
Whalley, M. (1997). Working with parents. London, UK: Hodder & Stoughton.
Zakon o organizaciji in financiranju vzgoje in izobraževanja [The Law on the organization and
financing of education] (1996). Uradni list RS, No. 12/96.
Zakon o vrtcih [Kindergarten act] (1996). Uradni list RS, No. 12/96.
BatistiÄ Zorec, M. (2003). Razvojna psihologija in vzgoja v vrtcih [Developmental psychology and
education in preschool institutions]. Ljubljana: Institut for psychology of personality.
BerÄnik, S. (2014). Sodelovanje s starÅ¡i kot del vzgojne zasnove javne Å¡ole in vrtca[Cooperation
with parents as part of the schools and preschools educational plan]. Unpublished doctoral dissertation. University of Ljubljana, Faculty of Arts, Slovenia.
Building parent-teacher partnerships (2008). Retrieved from http://www.education.com/reference/article/Ref_Building_Parent/
Cooperation with parents (2010). Retrieved from http://www.montessori.si/hisa-otrok/sodelovanjestarsev
Cooperation with kindergarten (2010). Retrieved from http://www.ursulinski-zavod.si/?subpageid=101
Cotton, K., & Reed Wikelund, K. (1989). Parental involvement in education. Retrieved from http://
www.nwrel.org/scpd/sirs/3/cu6.html
Devjak, T., BerÄnik, S., & Plestenjak, M. (2008). Alternatvni vzgojni koncepti [Alternative educational concepts]. Ljubljana: PedagoÅ¡ka fakulteta.
Devjak, T., & BerÄnik, S. (2009). Including elements of the Reggio Emilia concept in Slovene
curriculum for pre-school education. The learning teacher journal, 3(1), 39–53.
Devjak, T., BenÄina, J., BerÄnik, S., Devjak, S., Jug DoÅ¡ler, A., & LepiÄnik Vodopivec, J. (2010). Pogledi starÅ¡ev in otrok na življenje in delo vrtca [Parents view on life and work in preschool institution]. In T. Devjak et al. (Eds.), PedagoÅ¡ki koncept Reggio Emilia in Kurikulum za vrtce: podobnosti v razliÄnosti (pp. 121–172). Ljubljana: PedagoÅ¡ka fakulteta.
Devjak, T., Skubic, D., Polak, A., & Kolšek, V. (2012). Predšolska vzgoja: od starega k novemu [Preschool education: from old to new]. Ljubljana: Pedagoška fakulteta.
Dolar Bahovec, E., & Bregar GolobiÄ, K. (2004). Å ola in vrtec skozi ogledalo [School and kindergartens through the looking glass]. Ljubljana: DZS.
Duch, H. (2005). Redefining parent involvement in Head Start: A two-generation approach. Early
Child Development and Care, 175(1), 23–35.
Edmunds, L. F. (1992). Umetnost waldorfske vzgoje [The art of waldorf education]. Ljubljana: Kortina.
Golby, M. (1993). Parents as school governors. In P. Munn (Ed.), Parents and schools: customers,
mangers or partners (pp. 65–86). London, UK and New York, NY: Routledge.
Henderson, A. T., & Berla, N. (1994). A new generation of evidence: The family is critical to Student achievement. St. Louis, MO: Danforth Foundation.
HoÄevar, A., & Å ebart, M. (2010). Kurikulum za vrtec vs pedagoÅ¡ki pristop Reggio Emilia: domnevne razlike in podobnosti [Curriculum for kindergartens vs educational concept Reggio Emilia: alleged diferences and similarities]. In T. Devjak et al. (Ed.), PedagoÅ¡ki koncept Reggio Emilia in Kurikulum za vrtce: podobnosti v razliÄnosti (pp. 87–120). Ljubljana: PedagoÅ¡ka fakulteta.
Katz, G. L., & Cesarone, B. (1994). Reflectiones on the Reggio Emilia approach. Urbana, IL: ERIC/EECE a monograph series.
Kordež Demšar, M. (2010). Prvi koraki osnovne šole Montessori [First steps of Montessori school]. Retrieved from http://www.druzina.si/icd/spletnastran.nsf/all/0F167395728E4D7FC12576D4002CFB2
7?OpenDocument
KrofliÄ, R. (2004). Koncept waldorfske pedagogike je lahko nevaren [The concept of Waldorf pedagogy can be dangerous]. Retrieved from: http://24ur.com/servisi/klepetalnice/dr-robi-kroflic-konceptwaldorfske-pedagogike-je-lahko-nevaren.html
KrofliÄ, R. (2010). EtiÄna in politiÄna dimenzija projekta Reggio Emilia [Ethical and political dimension of project Reggio Emilia]. In T. Devjak et al. (Ed..), PedagoÅ¡ki koncept Reggio Emilia in Kurikulum za vrtce: podobnosti v razliÄnosti (pp. 11–66). Ljubljana: PedagoÅ¡ka fakulteta.
Kurikulumu za vrtce [Curriculum for kindergartens] (1999). Ljubljana: Ministry of education and
sports: National educational institute Slovenia.
LepiÄnik Vodopivec, J. (1996). Med starÅ¡i in vzgojitelji ni mogoÄe ne komunicirati [It is not possible not to communicate between parents and preschool teachers]. Ljubljana: Misch, Oblak, Schwarz.
Leseman, P. P. M. (2009). Vpliv najkakovostnejše predšolske vzgoje in varstva na majhne otroke:
pregled literature [The impact of the highest quality early childhood education on children: literature review] In Predšolska Vzgoja in varstvo v Evropi: odpravljanje socialnein kulturne neenakosti (pp.15–43). Ljubljana: Ministry of education and sport.
Lilliard, P.P. (1973). Montessori, a modern approaach. New York, NY: Chochen books.
Macbeth, A. (1993). Preconceptions about parents in education: will Europe change us? In P. Munn (Ed.), Parents and schools: customers, mangers or partners (pp. 27–46). London, UK and New York, NY: Routledge.
Medveš, Z. (1992). Aktualnost reformske pedagogike v sodobnih vzgojnih konceptih in njen pomen v razvoju vzgoje in izobraževanja na Slovenskem [Actuality of reform pedagogy in contemporary educational concepts and its significance in the development of education in Slovenia]. In Zbornik referatov, Mednarodni posvet o alternativnih vzgojnih konceptih in znanstveni simpozij o raziskovalnih dosežkih v vzgoji in izobraževanju (pp. 1–14). Maribor: Pedagoška fakulteta.
Meighan, R. (1989). The parents and the schools - alternative role definitions. Educational review, 41(2), 105–117.
Montessori method history (2006). Retrieved from http://rds.yahoo.com/_ylt=A9G_bHPpT_
ZHvV4BCcSjzbkF/SIG=11r763o3f/EXP=1207411049/**http%3A//www.montessorilb.com/history.nxg
Mrvar, P. (2008). Šola, vrtec, svetovalni delavec in starši – vzpostavljanje stika in sodelovalnega odnosa [School, kindergarten, counselor and parents - establishing contact and cooperative relationship]. Sodobna pedagogika, 59(2), 120–141.
Murphy, T. J. (1980). School administrators Besieged: A look at Australian and American education. American Journal of Education, 1(1), 13–29.
Munn, P. (1993). Parents as school board members: school managers and friends? In P. Munn (Ed.), Parents and schools: customers, mangers or partners (pp. 87–100). London, UK and New York, NY: Routledge.
Ngeow Yeok-Hwa, K. (2006). Online resources for parent/family involvement. Educational resource information centre. Retrieved from http://www.education.com/reference/article/Ref_Online_Parent_Family/
Olmstead, P. P., & Rubin, R. I. (1982). Linking parent behaviours to child achievement: Four evaluation studies from the parent education follow-through programs. Studies in Educational Evaluation, 8(3), 317–325.
Raab, C. (1993). Parents and schools: What role for education authorities? In P. Munn (Ed.), Parents and schools: customers, mangers or partners. (pp. 148–168). London, UK and New York, NY: Routledge.
Resman, M. (1992). Obrati v »filozofiji« sodelovanja med šolo in domom [Establish the “philosophy†of cooperation between school and home]. Sodobna pedagogika, 43(1-2), 28–39.
Resman, M. (1992). Å ola, uÄitelji, starÅ¡i – sodelovanje z razliÄnimi priÄakovanji [School, teachers,
parents - cooperation with different expectation]. Sodobna pedagogika, 43(5-6), 223–235.
Rockwell, E.R., Andre, L., & Hawley, M.K. (1995). Parents and teacher as partners. Issues and challenges. Orlando, FL: Harcourt Brace College Publishers.
Sallis, J. (1988). Schools, parents and governors: A new approach to accountability. London, UK:
Routledge.
Schleicher, K. (1989). Home-school relations and parental participation. In M. Galton (Ed.), Handbook of primary education in Europe. London, Strasbourg: Fulton in association with The Council of Europe.
School connections (2008). Retrieved from http://www.rif.org/parents/school/default.mspx
Serajnik, N. S. (1994). Waldorfska pedagogika [Waldorf pedagogy]. Waldorf school in Ljubljana: Dan.
Steiner, R. (1987). Pogledi waldorfske pedagogike: Prispevki k antropozofskemu uÄenju o vzgoji [Views of waldorf pedagogy: Contributions to anthropospheric education on education]. Ljubljana: DZS.
Vonta, T. (2009). Organizirana predšolska vzgoja v izzivih družbenih sprememb [Organized preschool education in the challenges of social change]. Ljubljana: Pedagoški inštitut.
Waldorf preschool (2010). Retrieved from www.marinwaldorf.org/curr_preschool.htm
Waldorf kindergarten (2010). Retrieved from http://waldorf-gorenjska.si/?WALDORFSKI_VRTEC
Whalley, M. (1997). Working with parents. London, UK: Hodder & Stoughton.
Zakon o organizaciji in financiranju vzgoje in izobraževanja [The Law on the organization and
financing of education] (1996). Uradni list RS, No. 12/96.
Zakon o vrtcih [Kindergarten act] (1996). Uradni list RS, No. 12/96.
Published
2017-12-22
How to Cite
BerÄnikS., & Devjak, T. (2017). Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education. Center for Educational Policy Studies Journal, 7(4), 207–226. https://doi.org/10.26529/cepsj.372
Section
VARIA
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
