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Perspective of parents and preschool teachers on quality of Slovenian kindergartens

Ula Rakuša (2017) Perspective of parents and preschool teachers on quality of Slovenian kindergartens. Diploma thesis.

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    Abstract

    In this thesis, I have explored the teachers and parents views on the kindergarten quality and compared them. In the theoretical part I first defined the objectives and tasks of the pre-school education which is included the quality of kindergarten. Then I defined the characteristics and factors that contribute, ensure and maintain a higher quality of preschool education. The pedagogical quality of a kindergarten is primarily a set of different views related to the material as well as human resources. These are the conditions that allow children to develop their physical, motor, cognitive, linguistic, social and emotional field. It is about the realization and achievement of the preschool education goals. In the quality kindergarten the children have a sense of safety; they develop self confidence and skills in the use of language and in solving mind issues. They know how to react to aggressive and impulsive tendencies in a proper way. Most authors define the quality through the structural, process and indirect indicators of quality (Marjanovič Umek, 2014). The empirical part consists of the information analysis based on the questionnaires answered by teachers, their assistants and parents of the first and second age period. They expressed their opinion on what the quality of the kindergarten includes and to what extent the teachers and the parents are involved in the process of assuring the kindergarten quality. By means of the quantitative research approach, I also obtained the information about what the teachers pay more attention to at their work and which is the most important quality indicator for both parents as well as teachers. The results of the empirical part show that teachers and parents consider the quality to be based on the professional work of a competent teacher who assures children of a sense of safety, takes into account their individual needs and establishes a good communication and cooperation with parents. The latter are included in the process of quality assurance mainly through regular parent-teacher meetings and informal forms of work. Teachers devote a lot of attention to their professional competence, to the development of an adequate communication with parents, to the responsiveness to the children’s needs and to their active involvement in different activities. I have realized that teachers and parents consider the most important the procedural level of quality complemented indirectly by qualified teachers and a successful team work with parents. However, parents and teachers do not associate the structural indicators of quality with a high-quality pre-school education.

    Item Type: Thesis (Diploma thesis)
    Keywords: kindergarten, parents, kindergarten quality, quality indicators
    Number of Pages: 51
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Tatjana DevjakMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11691593)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4644
    Date Deposited: 12 Sep 2017 12:50
    Last Modified: 12 Sep 2017 12:50
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4644

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