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Perspectives and experience of practitioners in kindergarten on team formation

Martina Kostanjšek (2014) Perspectives and experience of practitioners in kindergarten on team formation. Diploma thesis.

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    Abstract

    Curriculum for kindergarten, a national document, intended for practitioners in kindergarten, dictates qualitative education of preschool children, whose main condition is a consistent and to common goals oriented work of practitioners, especially a tandem, which consists of a childcare worker and her assistant. Considering the fact that the childcare worker and her assistant are directly involved in work with preschool children, their common route in implementation of the curriculum principles is essential. If they both strive for sincere and qualitative communication, respect the rules set in the playroom, try to find solutions and professionally complement each other, we can talk about a successful and effective team (tandem). The empirical part of the research includes 72 kindergarten practitioners: childcare workers, their assistants, childcare workers as kindergarten managers, kindergarten managers, headteachers, headteachers' assistants and persons assisting children with special needs. The questionnaire was used in the research. Based on the results gained by the questionnaire, I think that childcare workers and their assistants are aware of the fact that team work is important. Most of their answers or opinions related to characteristics of effective teams, characteristics needed for a successful team work and the factors that lead to personal and professional matching of team members are similar. Their answers are slightly different when talking about team (re)formation. 1/3 of childcare workers and 1/5 of their assistants partially agree with the statement – If a team is successful, it is logical to leave the same people together, regardless the years of its duration. On the other side, the percentage of childworkers' assistants in comparison to childcare workers, who do not agree with the statement, is a bit lower. The opinion related to changing teams due to problems that can appear, has led to smaller differences among practitioners. There are more childcare workers' assistants than childcare workers who partially agree that in case of team problems it has to be changed, whereas almost a half of childcare workers' assistants and ¾ of childcare workers completely agree that the team should be changed if necessary. The statement that team should be changed on a given number of years has the following results: fewer childcare workers but more assistants completely agree with it. The differences among childcare workers and their assistants can be also seen in qualitative communication as one of successful team characteristics (1/4 of childcare workers and 1/3 of their assistants). Only successful teams or tandems offer children stimulative learning environment which provides social, emotional, intellectual and physical development. However, a very important aspect is also a stimulative interpersonal atmosphere that both practitioners create with their interactive relationship.

    Item Type: Thesis (Diploma thesis)
    Keywords: team work, team, tandem, childcare worker, childcare worker's assistant, stages of team work
    Number of Pages: 59
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Alenka PolakMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10153033)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2335
    Date Deposited: 02 Sep 2014 13:57
    Last Modified: 02 Sep 2014 13:57
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2335

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